| Abstract | Mentalno zdravlje važna je odrednica pojedinčevog funkcioniranja u svakodnevnom
životu. Prema literaturi, na mentalno zdravlje utječu faktori poput emocionalne regulacije i
zadovoljstva poslom. Poteškoće emocionalne regulacije negativno utječu na to kako
zaposlenici reagiraju na događaje na radnom mjestu, što dovodi do stresa i niže dobrobiti. Cilj
ovog istraživanja bio je ispitati odnos između poteškoća emocionalne regulacije, strategija
emocionalne regulacije (ponovna kognitivna procjena i potiskivanje emocionalnog doživljaja),
odgojiteljskog zadovoljstva poslom i duljine radnog staža s emocionalnom, psihološkom i
socijalnom dobrobiti kao pokazateljima mentalnog zdravlja odgojitelja. Također, ispitan je
doprinos navedenih varijabli u objašnjenju varijance emocionalne, socijalne i psihološke
dobrobiti odgojitelja. U istraživanju je sudjelovalo 437 odgojitelja. Rezultati su pokazali
značajnu negativnu povezanost poteškoća emocionalne regulacije i značajnu pozitivnu
povezanost strategije ponovne kognitivne procjene i zadovoljstva poslom s pokazateljima
mentalnog zdravlja. Odgojitelji s više teškoća u emocionalnoj regulaciji procjenjuju svoju
emocionalnu, socijalnu i psihološku dobrobit nižom, dok odgojitelji koji koriste ponovnu
kognitivnu procjenu pri regulaciji emocija i koji su zadovoljniji svojim poslom izvještavaju o
višoj emocionalnoj, socijalnoj i psihološkoj dobrobiti. Oni odgojitelji koji imaju dulji radni staž
iskazuju i višu emocionalnu i socijalnu dobrobit, međutim duljina radnog staža nije značajno
povezana sa psihološkom dobrobiti. Hijerarhijskim regresijskim analizama ispitan je doprinos
navedenih varijabli u objašnjenju varijance pokazatelja mentalnog zdravlja. Odgojitelji koji su
imali više poteškoća u emocionalnoj regulaciji i koji su više koristili strategiju potiskivanja
emocionalnog doživljaja izvještavali su o nižoj emocionalnoj, socijalnoj i psihološkoj
dobrobiti. Oni odgojitelji koji više koriste ponovnu kognitivnu procjenu kao strategiju
emocionalne regulacije i koji su zadovoljniji poslom izvještavaju o višoj emocionalnoj,
socijalnoj i psihološkoj dobrobiti. Ovo istraživanje ukazuje na važnost regulacije emocija,
upotrebe adekvatnih strategija emocionalne regulacije te zadovoljstva poslom u objašnjenju
emocionalne, socijalne i psihološke dobrobiti odgojitelja. |
| Abstract (english) | Mental health is an important determinant of an individual's functioning in everyday
life. According to the literature, mental health is influenced by factors such as emotional
regulation and job satisfaction. Difficulties in emotional regulation negatively affect how
employees respond to workplace events, leading to stress and lower well-being. The aim of this
research was to examine the relationship between emotional regulation difficulties, emotional
regulation strategies (cognitive reappraisal and suppression of emotional experience),
kindergarten teacher's job satisfaction and length of service with emotional, psychological, and
social well-being as indicators of teacher's mental health. Also, the contribution of the
mentioned variables in explaining the variance of the emotional, social, and psychological wellbeing of educators was
examined. Overall, 437 educators participated in the research. The
results showed a significant negative correlation of emotional regulation difficulties and a
significant positive correlation of cognitive reappraisal and teacher’s job satisfaction with
mental health indicators. Teachers with more difficulties in emotional regulation estimate their
emotional, social and psychological well-being as lower, while teachers who use cognitive
reappraisal when regulating emotions and who are more satisfied with their job report higher
emotional, social and psychological well-being. Those teachers who have a longer working
experience report higher results of emotional and social well-being, however, length of working
experience is not significantly related to psychological well-being. Hierarchical regression
analyzes were used to examine the contribution of the above variables in explaining the
variance of mental health indicators. Teachers who had more difficulties in emotional
regulation and who used the strategy of suppressing emotional experience reported lower
emotional, social, and psychological well-being. Those teachers who use cognitive reappraisal
as an emotional regulation strategy and who are more satisfied with their work report higher
emotional, social, and psychological well-being. This research indicates the importance of
emotion regulation, the use of adequate emotional regulation strategies and job satisfaction in
explaining the emotional, social, and psychological well-being of kindergarten teachers. |
