The Relationship Between Pre-Service Teachers' Online Self-Regulation Skills and Cognitive Emotion Regulation Skills

Abstract

The purpose of this research is to determine the relationship between online self-regulatory learning skills and cognitive skills of regulating emotions. It has been examined that if there is a difference in the gender variable between online self-regulatory learning skills and cognitive emotion regulation skills of pre-service teachers and a meaningful relationship between the online self-regulatory learning skills and cognitive emotion regulation skills in terms of this purpose. It is a descriptive relational research. The sample this research is 434 pre-service teachers studying in the faculty of education. In this research, Online Self-Regulatory Learning Scale and Cognitive Emotion Regulating Scale has been used as a data collection tool. As a result of this research, it is seen that there is a significant difference in favor of female pre-service teacher on gender variable within the scope of online self- regulatory skills. When the sub-dimensions are searched it has seen that there is a significant difference in “environment structuring”, “task strategies”, “time management” sub-dimensions. When the cognitive emotion regulation skills of pre-service teachers have been examined according to the gender variable it is stated that there is a significant difference in favor of female pre-service teachers in “putting into perspective” sub-dimension. According to this result, it was determined that female pre-service teachers thought that "everything could have been worse, others had experienced worse events, their last experience was not as bad as the previous ones, and there were worse things in life" than male pre-service teachers.