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dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.contributor.authorCarpintero-Martin, Ana
dc.contributor.authorAlvarez-Huerta, Paula
dc.contributor.authorLarrea, Inaki
dc.contributor.otherMuela, Alexander
dc.date.accessioned2025-07-28T10:35:08Z
dc.date.available2025-07-28T10:35:08Z
dc.date.issued2025
dc.identifierhttps://www.um.edu.mt/library/oar/handle/123456789/137578en
dc.identifier.issn2073-7629en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=189597en
dc.identifier.urihttps://hdl.handle.net/20.500.11984/13924
dc.description.abstractStudent engagement is a crucial determinant of both academic achievement and personal development. The use of cognitive reappraisal to regulate emotions is considered a highly effective way of improving affect and relationships as well as engagement. One of the aims of the present study was to examine the extent to which student engagement predicts the use of cognitive reappraisal as an emotion regulation strategy. We also analyse whether engagement is positively associated with creative self-efficacy, an important trait for students' future professional development, and whether this relationship is mediated by cognitive reappraisal. Participants consisted of 604 preservice teachers (60.1% female, 30.8% male, 0.7% non-binary, 8.4% not disclosed) aged between 18 and 29 years (M = 20.67, SD = 1.64) and enrolled in a university in the Basque Country (northern Spain). Students with higher levels of engagement, both behavioural and affective, scored higher on cognitive reappraisal and creative self-efficacy. Furthermore, mediation analysis showed that affective engagement had an indirect effect on creative self-efficacy via cognitive reappraisal. Initiatives to promote engagement and enhance creative selfefficacy through greater use of cognitive reappraisal are essential to ensure that preservice teachers develop the requisite skills to deal effectively with the demands of the profession.en
dc.language.isoengen
dc.publisherUniversity of Malta. Centre for Resilience & Socio-Emotional Healthen
dc.rights© The Authorsen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEmotion regulationen
dc.subjectCognitive reappraisalen
dc.subjectEngagementen
dc.subjectCreative self-efficacyen
dc.subjectPreservice teachersen
dc.titleEngagement and creative self-efficacy in preservice teachers: The mediating role of cognitive reappraisalen
dcterms.accessRightshttp://purl.org/coar/access_right/c_abf2en
dcterms.sourceInternational Journal of Emotional Education (IJEE)en
local.contributor.groupHezkuntza berrikuntzaeu
local.contributor.groupInnovación educativaes
local.contributor.groupHezkuntza prozesuakeu
local.contributor.groupProcesos educativoses
local.description.peerreviewedtrueen
local.description.publicationfirstpage1en
local.description.publicationlastpage17en
local.identifier.doihttps://doi.org/10.56300/FUXD7449en
local.contributor.otherinstitutionhttps://ror.org/000xsnr85es
local.source.details17(2), 1-17en
oaire.format.mimetypeapplication/pdfen
oaire.file$DSPACE\assetstoreen
oaire.resourceTypehttp://purl.org/coar/resource_type/c_6501en
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85en
dc.unesco.tesaurohttp://vocabularies.unesco.org/thesaurus/concept8283en
dc.unesco.clasificacionhttp://skos.um.es/unesco6/580302en


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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International