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postgraduate thesis: Emotion mindset, emotional regulation strategies and burnout among secondary school teachers in Hong Kong
Title | Emotion mindset, emotional regulation strategies and burnout among secondary school teachers in Hong Kong |
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Authors | |
Issue Date | 2022 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Tong, S. L. [唐蒨玲]. (2022). Emotion mindset, emotional regulation strategies and burnout among secondary school teachers in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | This research is the first study to examine the relationship between emotion mindset (ie.
implicit beliefs about the malleability of emotions) and the three dimensions of teacher burnout
including emotional exhaustion, depersonalization and inefficacy, as well as the mediating role
of emotion regulation (ie. cognitive reappraisal and expressive suppression) in this relationship.
The study recruited 100 full-time secondary school teachers in Hong Kong through an online
survey. Results indicated that growth emotion mindset (ie. implicit beliefs that emotions are
malleable) was significantly associated with an increased use of cognitive reappraisal, lower
levels of depersonalization and inefficacy. In addition, the mediation results revealed that
growth emotion mindset was significantly associated with lower levels of emotional exhaustion
only when the use of emotion regulation strategies were controlled. No association was found
between growth emotion mindset and the use of expressive suppression.
Moreover, cognitive reappraisal was not associated with emotional exhaustion but
significantly associated with lower levels of depersonalization and inefficacy. Whereas,
expressive suppression was significantly associated with higher levels of emotional exhaustion,
depersonalization and inefficacy. Results from mediation analyses failed to evident the
mediating roles of cognitive reappraisal and expressive suppression between growth emotion
mindset and the three dimensions of teacher burnout. Such findings imply the importance of
developing programs and strategies to strengthen teachers’ growth emotion mindset to combat
burnout as well as diminishing teacher’ use of expressive suppression. Longitudinal or
experimental studies have to be made to validate the causal relationships between growth
emotion mindset and teacher burnout in future research.
|
Degree | Master of Social Sciences |
Subject | High school teachers - Job stress - China - Hong Kong |
Dept/Program | Psychology |
Persistent Identifier | http://hdl.handle.net/10722/320098 |
DC Field | Value | Language |
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dc.contributor.author | Tong, Shin Ling | - |
dc.contributor.author | 唐蒨玲 | - |
dc.date.accessioned | 2022-10-20T11:54:52Z | - |
dc.date.available | 2022-10-20T11:54:52Z | - |
dc.date.issued | 2022 | - |
dc.identifier.citation | Tong, S. L. [唐蒨玲]. (2022). Emotion mindset, emotional regulation strategies and burnout among secondary school teachers in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/320098 | - |
dc.description.abstract | This research is the first study to examine the relationship between emotion mindset (ie. implicit beliefs about the malleability of emotions) and the three dimensions of teacher burnout including emotional exhaustion, depersonalization and inefficacy, as well as the mediating role of emotion regulation (ie. cognitive reappraisal and expressive suppression) in this relationship. The study recruited 100 full-time secondary school teachers in Hong Kong through an online survey. Results indicated that growth emotion mindset (ie. implicit beliefs that emotions are malleable) was significantly associated with an increased use of cognitive reappraisal, lower levels of depersonalization and inefficacy. In addition, the mediation results revealed that growth emotion mindset was significantly associated with lower levels of emotional exhaustion only when the use of emotion regulation strategies were controlled. No association was found between growth emotion mindset and the use of expressive suppression. Moreover, cognitive reappraisal was not associated with emotional exhaustion but significantly associated with lower levels of depersonalization and inefficacy. Whereas, expressive suppression was significantly associated with higher levels of emotional exhaustion, depersonalization and inefficacy. Results from mediation analyses failed to evident the mediating roles of cognitive reappraisal and expressive suppression between growth emotion mindset and the three dimensions of teacher burnout. Such findings imply the importance of developing programs and strategies to strengthen teachers’ growth emotion mindset to combat burnout as well as diminishing teacher’ use of expressive suppression. Longitudinal or experimental studies have to be made to validate the causal relationships between growth emotion mindset and teacher burnout in future research. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | High school teachers - Job stress - China - Hong Kong | - |
dc.title | Emotion mindset, emotional regulation strategies and burnout among secondary school teachers in Hong Kong | - |
dc.type | PG_Thesis | - |
dc.description.thesisname | Master of Social Sciences | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Psychology | - |
dc.description.nature | published_or_final_version | - |
dc.date.hkucongregation | 2022 | - |
dc.identifier.mmsid | 991044598204703414 | - |