Abstract
<p>In this study, the relationship between pre-service teachers' psychological well-being levels and self-esteem, perceived general self-efficacy, cognitive emotion regulation strategies and hope variables were investigated together with how these variables predicted pre-service teachers' psychological well-being. The research was conducted via relational screening model. The research group consists of a total of 403 participants including 206 females and 197 males, who received pedagogical formation education at a university located in Turkey’s Marmara Region, and participants were selected using a simple random sampling method. In the research, Psychological Well-Being Scale (short form), Rosenberg Self-Esteem Scale, General Self-Efficacy Scale, Cognitive Emotion Regulation Scale, the Beck Hopelessness Scale, and Personal Information Form were used as data collection tools. The data obtained were analyzed by multiple linear regression analysis. According to the findings, self-esteem, general self-efficacy, level of hope, positive reappraisal from cognitive emotion regulation strategies, accusing and accepting others significantly predicted psychological well-being.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0526/a.php" alt="Hit counter" /></p>
Highlights
In light of all this information, it is thought that there may be a relationship between psychological well-being and self-esteem, general self-efficacy perception, hopelessness, and cognitive emotion regulation strategies
2) Do self-esteem, general self-efficacy, hopelessness, adaptive cognitive emotion regulation strategies, maladaptive cognitive emotion regulation strategies predict the level of psychological well-being?
According to the results of the research, the correlations obtained showed that as the scores of hopelessness increased; psychological well-being, self-esteem, general self-efficacy, and adaptive cognitive emotion regulation scores decreased, on the other hand, as the scores of hopelessness increased, the scores of psychological well-being increased, self-esteem, general self-efficacy, and adaptive cognitive-emotional regulation strategy scores increased in the same way. t is an expected result that psychological wellbeing, self-esteem, and self-efficacy scores will decrease with increasing hopelessness, which is defined as the individual’s pessimism for the future (O’Connor, et al, 2000)
Summary
The relationship between cognitive emotion regulation strategies, general self-efficacy perception, self-esteem, and hope level which are determined to be effective in the literature in coping with compelling experiences of the individual, and psychological well-being is examined. General selfefficacy is defined as the self-efficacy belief in coping with the compelling experiences of the individual (Scholz & Schwarzer, 2005) Another concept associated with psychological well-being is self-esteem. In light of all this information, it is thought that there may be a relationship between psychological well-being and self-esteem, general self-efficacy perception, hopelessness, and cognitive emotion regulation strategies. 1) Is there a significant relationship between the participants' self-esteem, general self-efficacy, hopelessness, adaptive cognitive emotion regulation strategies, maladaptive cognitive emotion regulation strategies, and psychological wellbeing levels?. 2) Do self-esteem, general self-efficacy, hopelessness, adaptive cognitive emotion regulation strategies, maladaptive cognitive emotion regulation strategies predict the level of psychological well-being?
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