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A study of the relationship between cognitive emotion regulation, optimism, and perceived stress among selected teachers in Lutheran schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A study of the relationship between cognitive emotion regulation, optimism, and perceived stress among selected teachers in Lutheran schools./
Author:	Gliebe, Sudi Kate.
Description:	1 online resource (97 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 74-09, Section: A.
Contained By:	Dissertations Abstracts International74-09A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9781267865656

A study of the relationship between cognitive emotion regulation, optimism, and perceived stress among selected teachers in Lutheran schools.
Gliebe, Sudi Kate.

A study of the relationship between cognitive emotion regulation, optimism, and perceived stress among selected teachers in Lutheran schools. - 1 online resource (97 pages)

Source: Dissertations Abstracts International, Volume: 74-09, Section: A.

Thesis (Ph.D.)--Southwestern Baptist Theological Seminary, 2012.

Includes bibliographical references

PROBLEM: The problem of this study was to determine the relationship between perceived stress, as measured by the Perceived Stress Scale (PSS), and a specific set of predictor variables among selected teachers in Lutheran schools in the United States. These variables were cognitive emotion regulation strategies (positive reappraisal and rumination) and optimism. PROCEDURE: The sample consisted of 582 early childhood teachers in Lutheran schools who are members of the Lutheran Education Association (LEA). Dr. Grube, Director of Publications and Communications at LEA, invited all 582 teachers to participate, 147 responded. They answered three surveys: the Perceived Stress Scale (PSS), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Life Orientation Test Revised (LOT-R). Their responses were utilized for statistical analysis. A multiple regression was used to test the hypotheses. FINDINGS: It was the first hypothesis of this study that positive reappraisal as measured by the Cognitive Emotion Regulation Questionnaire (CERQ) and optimism as measured by the Life Orientation Test Revised (LOT-R) would be negative predictors of perceived stress among selected teachers in Lutheran schools in the United States. It was the second hypothesis of this study that rumination as measured by the Cognitive Emotion Regulation Questionnaire (CERQ) would be a positive predictor of perceived stress among selected teachers in Lutheran schools in the United States. The hypotheses were tested and confirmed using a multiple regression. The criterion variable was perceived stress and the predictor variables were rumination, positive reappraisal, and optimism. The multiple regression revealed that all three independent variables (rumination, positive reappraisal, and optimism) are statistically significant predictors of perceived stress for this population of Lutheran teachers. The null hypothesis was rejected. CONCLUSIONS: This study shows that as levels of positive reappraisal and optimism increase, perceived stress decreases. This means that reappraising stressful situations in a positive light and having an optimistic outlook on life ameliorates stress. This study also shows that as rumination increases, perceived stress increases as well. This means that dwelling on the negative aspects of stressful situations exacerbates the experience of stress.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781267865656Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Emotion regulationIndex Terms--Genre/Form:

554714
Electronic books.

A study of the relationship between cognitive emotion regulation, optimism, and perceived stress among selected teachers in Lutheran schools.
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