Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis

Frontiers in Psychology

Hong Shu¹  Sha Shen¹  Tianqi Tang¹  Kejian He²  Jingrong Sha³ 

[1] College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China;Faculty of Law and Public Administration, College of Science and Technology, Guizhou University, Guiyang, China;Key Laboratory of China’s Ethnic Languages and Information Technology of Ministry of Education, Northwest Minzu University, Lanzhou, China;

关键词: emotional intelligence;    emotional regulation strategies;    subjective well-being;    university teachers;    effort-reward imbalance;   

DOI  :  10.3389/fpsyg.2021.811260

来源: DOAJ

【 摘 要 】

This study aimed to explore the mediating role of emotional regulation strategies in the relationship between emotional intelligence (EI) and subjective well-being (SWB) among Chinese university teachers, and evaluate whether effort-reward imbalance moderated the mediating effect of emotional regulation strategies. A total of 308 Chinese university teachers were recruited for this study. The results showed that emotional regulation strategies played a partial mediating role in the relationship between EI and SWB. Moreover, an effort-reward imbalance moderated the relationship between emotional regulation strategies and SWB. For individuals with more balanced perceptions, EI had a significant effect on SWB via cognitive reappraisal, while for individuals with more imbalanced perceptions, EI did not have a significant effect on SWB via cognitive reappraisal. These findings provide a better understanding of the effects of EI and emotional regulation strategies on SWB, which could provide interventions for promoting SWB among teachers.

【 授权许可】

Unknown