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<p>Primary and secondary school teachers’ emotional and psychological statuses are closely related to their subjective well-being. Emotion regulation, encompassing cognitive reappraisal and expressive suppression, plays a pivotal role in influencing the subjective well-being of career educators. This study delves into the relationship between emotion regulation and subjective well-being while examining the mediating effects of social-emotional competency and resilience. A sample of 1,061 teachers from various schools in China, comprising 793 females (74.7%) and 268 males (25.3%), were surveyed to gain insights into the dynamics of teacher well-being among educators. Results indicate that cognitive reappraisal positively impacts well-being and this effect is significantly mediated by social-emotional competency and resilience. However, expressive suppression does not substantially impact well-being through these mediators. This research sheds light on the crucial role of emotion regulation in educational settings and points toward a need for targeted strategies to foster teachers’ emotional and psychological resilience. By identifying key factors influencing teacher well-being, the study may contribute to developing strategies that support the overall quality of teaching and promote healthier educational environments.</p>

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Emotion regulation and teacher subjective well-being: the chain-mediating role of social-emotional competency and resilience

  • 期刊论文

  • 发表日期：

    2026年3月26日

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  • Runzhi Liu,
  • Chunhua Fu,
  • Ziluo Yan,
  • Zhihan Xu,
  • Boyuan Duan,
  • Xiaoxuan Zhang

摘要

Primary and secondary school teachers’ emotional and psychological statuses are closely related to their subjective well-being. Emotion regulation, encompassing cognitive reappraisal and expressive suppression, plays a pivotal role in influencing the subjective well-being of career educators. This study delves into the relationship between emotion regulation and subjective well-being while examining the mediating effects of social-emotional competency and resilience. A sample of 1,061 teachers from various schools in China, comprising 793 females (74.7%) and 268 males (25.3%), were surveyed to gain insights into the dynamics of teacher well-being among educators. Results indicate that cognitive reappraisal positively impacts well-being and this effect is significantly mediated by social-emotional competency and resilience. However, expressive suppression does not substantially impact well-being through these mediators. This research sheds light on the crucial role of emotion regulation in educational settings and points toward a need for targeted strategies to foster teachers’ emotional and psychological resilience. By identifying key factors influencing teacher well-being, the study may contribute to developing strategies that support the overall quality of teaching and promote healthier educational environments.