영유아교사의 인지적 정서조절전략과 문제행동지도전략의 관계: 심리적 안녕감과 심리적 소진의 매개효과

Preschool Teachers’ Cognitive Emotion Regulation and Problem Behavior Management: Mediating Roles of Psychological Well-Being and Burnout

Objective: This study examined whether psychological well-being and psychological burnout mediate the relationship between preschool teachers’ adaptive cognitive emotion regulation strategies and their problem behavior management strategies(positive preventive, positive response, and negative response strategies). Methods: A total of 300 teachers(mean age = 36.38 years) participated in an online survey. Data were analyzed using SPSS 25.0 and the PROCESS Macro for SPSS(Hayes, 2022). Results: Psychological well-being partially mediated the relationship between cognitive emotion regulation strategies and positive preventive strategies. For positive response strategies, the total indirect effect through well-being and burnout was significant, although the individual indirect paths were not. For negative responsive strategies, psychological burnout demonstrated a suppression effect, showing a direct positive effect and an indirect negative effect. Conclusion/Implications: These findings suggested that to enhance teachers’ use of positive preventive and positive response strategies while reducing reliance on negative response strategies, it is important to support teachers in employing adaptive cognitive emotion regulation strategies in stressful situations. Promoting psychological well-being and alleviating burnout may serve as effective approaches to achieving this goal.