| Title: |
Emotion Regulation and Social Adjustment of Student Teachers |
| Language: |
English |
| Authors: |
K. R. Geetha; Fathima M. Parimala |
| Source: |
Athens Journal of Education. 2025 12(1):121-135. |
| Availability: |
Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Emotional Response; Self Control; Social Adjustment; Student Teachers; Preservice Teacher Education; Foreign Countries; Gender Differences; Geographic Location; Institutional Characteristics; Marital Status; Age Differences; Graduate Students; Undergraduate Students |
| Geographic Terms: |
India |
| ISSN: |
2407-9898; 2241-7958 |
| Abstract: |
The present study focuses on emotion regulation and the social adjustment of student teachers. A survey method was employed in this present study. The sample of the study comprised 210 student teachers (N=210) from three teacher education colleges located in and around Karaikudi, Sivagangai district, Tamil Nadu, India. A simple random sampling technique was utilized for sample selection. The social adjustment questionnaire with a reliability coefficient of 0.76, was constructed and validated by the researcher and research supervisor, and the standardized Emotion Regulation Questionnaire (ERQ), Gross and John (2003), with Cronbach's alpha reliability coefficient for the scale was calculated as 0.75 for present sample, were administered to the student teachers for data collection. Descriptive and differential statistical analyses were used to analyze the collected data. The findings of the study revealed that the level of emotion regulation and social adjustment of student teachers is favorable, there was no significant difference found in emotion regulation and social adjustment of student teachers based on their gender, educational qualification, locale, type of institution, marital status, and age and there exists a strong positive relationship between emotion regulation and social adjustment among student teachers. [Note: The page range (121-136) shown on the PDF is incorrect. The correct page range is 121-135.] |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1460056 |
| Database: |
ERIC |