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Open Access Teachers' Emotion Regulation Skills Facilitate Implementation of Health-related Intentions

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Objectives: Many teachers report high levels of job-related stress. Successful outcomes in stress-management trainings depend on participants actively engaging in skill-building exercises. However, despite good intentions to engage in such exercises on a regular basis, many participants ultimately fail to do so. The present study seeks to understand whether general emotion regulation (ER) skills moderate the relation between the intention to engage in skill-building exercises and actually engaging in these exercises. Methods: ER skills, the intention to engage in autonomous skill-building exercises, and the extent to which individuals actually engaged in such exercises were assessed in a sample of 119 teachers participating in stress-management training. Results: ER skills significantly moderated the association between the intention and engagement in skill-building practice. The greater the ER skills, the more coupled was the relation between the intention and actual practices. Conclusion: Findings are consistent with the hypotheses. Thus, skill-building trainings should support participants scoring low in ER skills in effectively coping with aversive affective states cued through skill-building exercises.

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Keywords: ADAPTIVELY COPE WITH STRESS; EMOTION REGULATION; ENGAGING IN HEALTH-RELATED INTENTION; HEALTH-BEHAVIOR; INTENTION-BEHAVIOR-GAP; STRESS-MANAGEMENT TRAINING

Document Type: Research Article

Affiliations: 1: Leuphana Universität, Lüneburg, Germany;, Email: [email protected] 2: Friedrich-Alexander University Erlangen-Nürnberg, Nürnberg, Germany 3: Leuphana Universität, Lüneburg, Germany 4: Professor, Leuphana Universität, Lüneburg, Germany 5: University of California, Berkeley 6: Professor, Friedrich-Alexander University Erlangen-Nürnberg, Nürnberg, Germany

Publication date: 2015-11-01

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  • The American Journal of Health Behavior seeks to improve the quality of life through multidisciplinary health efforts in fostering a better understanding of the multidimensional nature of both individuals and social systems as they relate to health behaviors.

    The Journal aims to provide a comprehensive understanding of the impact of personal attributes, personality characteristics, behavior patterns, social structure, and processes on health maintenance, health restoration, and health improvement; to disseminate knowledge of holistic, multidisciplinary approaches to designing and implementing effective health programs; and to showcase health behavior analysis skills that have been proven to affect health improvement and recovery.

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