{"title":"为什么辅导很重要：用纵向多组模型探索教师自我调节和幸福感的相互作用。","authors":"Zippora Bührer, Christine Wolfgramm, Simone Berweger, Andrea Keck Frei, Christine Bieri Buschor","doi":"10.3389/fpsyg.2025.1647838","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Self-regulation is considered an important aspect of professional competence that promotes teachers' well-being. It involves controlling thoughts, feelings and actions to pursue goals, deal adaptively with challenges and cope with stress. For early career teachers, these skills are crucial for their health and staying in the profession. However, longitudinal studies which position self-regulation as a personal resource for teachers' well-being remain scarce. The aim of our study was to examine the reciprocal interplay between teachers' self-regulation and well-being (i.e., emotional exhaustion and work engagement), and the impact of self-management training and subsequent professional online coaching on these relations.</p><p><strong>Methods: </strong>The study was conducted as part of a professional development course for early career teachers (<i>N</i> = 273), in which the participants were randomly assigned to a standardized training program. Using multigroup structural equation modeling, we compared two treatment groups (training-only, training plus online coaching) with a control group regarding the structural relations.</p><p><strong>Results: </strong>The model comparison revealed significant differences: Self-regulation predicted both work engagement and emotional exhaustion, but only in the group that received training plus coaching. Furthermore, work engagement predicted self-regulation across all groups.</p><p><strong>Discussion: </strong>We conclude that self-regulation can serve as an effective personal resource for teachers well-being, under the condition that it is activated as resource and supported. In pursuing challenging goals, coaching may offer crucial support in each phase of the self-regulation process. This longitudinal study contributes to a differentiated view of self-regulation in the field of professional development, and clarifies the conditions under which it serves as an effective individual resource for teachers well-being.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1647838"},"PeriodicalIF":2.9000,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12510940/pdf/","citationCount":"0","resultStr":"{\"title\":\"Why coaching matters: exploring the interplay of teacher self-regulation and well-being with a longitudinal multigroup model.\",\"authors\":\"Zippora Bührer, Christine Wolfgramm, Simone Berweger, Andrea Keck Frei, Christine Bieri Buschor\",\"doi\":\"10.3389/fpsyg.2025.1647838\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Self-regulation is considered an important aspect of professional competence that promotes teachers' well-being. It involves controlling thoughts, feelings and actions to pursue goals, deal adaptively with challenges and cope with stress. For early career teachers, these skills are crucial for their health and staying in the profession. However, longitudinal studies which position self-regulation as a personal resource for teachers' well-being remain scarce. The aim of our study was to examine the reciprocal interplay between teachers' self-regulation and well-being (i.e., emotional exhaustion and work engagement), and the impact of self-management training and subsequent professional online coaching on these relations.</p><p><strong>Methods: </strong>The study was conducted as part of a professional development course for early career teachers (<i>N</i> = 273), in which the participants were randomly assigned to a standardized training program. Using multigroup structural equation modeling, we compared two treatment groups (training-only, training plus online coaching) with a control group regarding the structural relations.</p><p><strong>Results: </strong>The model comparison revealed significant differences: Self-regulation predicted both work engagement and emotional exhaustion, but only in the group that received training plus coaching. Furthermore, work engagement predicted self-regulation across all groups.</p><p><strong>Discussion: </strong>We conclude that self-regulation can serve as an effective personal resource for teachers well-being, under the condition that it is activated as resource and supported. In pursuing challenging goals, coaching may offer crucial support in each phase of the self-regulation process. This longitudinal study contributes to a differentiated view of self-regulation in the field of professional development, and clarifies the conditions under which it serves as an effective individual resource for teachers well-being.</p>\",\"PeriodicalId\":12525,\"journal\":{\"name\":\"Frontiers in Psychology\",\"volume\":\"16 \",\"pages\":\"1647838\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2025-09-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12510940/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Frontiers in Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.3389/fpsyg.2025.1647838\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1647838","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
Why coaching matters: exploring the interplay of teacher self-regulation and well-being with a longitudinal multigroup model.
Introduction: Self-regulation is considered an important aspect of professional competence that promotes teachers' well-being. It involves controlling thoughts, feelings and actions to pursue goals, deal adaptively with challenges and cope with stress. For early career teachers, these skills are crucial for their health and staying in the profession. However, longitudinal studies which position self-regulation as a personal resource for teachers' well-being remain scarce. The aim of our study was to examine the reciprocal interplay between teachers' self-regulation and well-being (i.e., emotional exhaustion and work engagement), and the impact of self-management training and subsequent professional online coaching on these relations.
Methods: The study was conducted as part of a professional development course for early career teachers (N = 273), in which the participants were randomly assigned to a standardized training program. Using multigroup structural equation modeling, we compared two treatment groups (training-only, training plus online coaching) with a control group regarding the structural relations.
Results: The model comparison revealed significant differences: Self-regulation predicted both work engagement and emotional exhaustion, but only in the group that received training plus coaching. Furthermore, work engagement predicted self-regulation across all groups.
Discussion: We conclude that self-regulation can serve as an effective personal resource for teachers well-being, under the condition that it is activated as resource and supported. In pursuing challenging goals, coaching may offer crucial support in each phase of the self-regulation process. This longitudinal study contributes to a differentiated view of self-regulation in the field of professional development, and clarifies the conditions under which it serves as an effective individual resource for teachers well-being.
期刊介绍：
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.
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