THE STEPWISE EFFECT OF EMOTIONAL SELFEFFICACY PROCESSES AND EMOTIONAL EMPATHY ON YOUNG PEOPLE’S SATISFACTION WITH LIFE

Considering that the development of the skills of empathy and a sense of self-efficacy have positive effects on satisfaction with life, the purpose of the research is to examine the effect of these source variables on satisfaction with life on an emotional basis. The 228 participants included 104 men (45.6%) and 124 (54.4%) women. The average age of the participants was 20 years and 5 months. The Emotional Self-efficacy Scale, the Emotional Empathy Scale, the Satisfaction with Life Scale and a personal information form were used as data collection tools. While it was determined that emotional self-efficacy and satisfaction with life in terms of emotional empathy have a positive correlation, it was also concluded from the stepwise regression analysis that, except for the variable of understanding feelings, all other variables of emotional self-efficacy and emotional empathy affect satisfaction with life

THE STEPWISE EFFECT OF EMOTIONAL SELFEFFICACY PROCESSES AND EMOTIONAL EMPATHY ON YOUNG PEOPLE’S SATISFACTION WITH LIFE

Considering that the development of the skills of empathy and a sense of self-efficacy have positive effects on satisfaction with life, the purpose of the research is to examine the effect of these source variables on satisfaction with life on an emotional basis. The 228 participants included 104 men (45.6%) and 124 (54.4%) women. The average age of the participants was 20 years and 5 months. The Emotional Self-efficacy Scale, the Emotional Empathy Scale, the Satisfaction with Life Scale and a personal information form were used as data collection tools. While it was determined that emotional self-efficacy and satisfaction with life in terms of emotional empathy have a positive correlation, it was also concluded from the stepwise regression analysis that, except for the variable of understanding feelings, all other variables of emotional self-efficacy and emotional empathy affect satisfaction with life

Emotional correspondence between preschoolers and teachers: what are the effects on child–teacher relationships?

The effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasised in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total, 39 preschool teachers and 119 preschool children (55 girls and 64) boys from 5 public preschools participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations by using MPAC-R/S in order to assess child’s abilities to express and regulate emotions. The results showed that children’s emotional states were effective on teacher’s relationship perception, and that teacher’s emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children. © 2018, © 2018 ASPE