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A total of 900 pre-service teachers in Sagaing University of Education were used as the sample by using  stratified  random  sampling  technique.  Self-compassion  Scale  (SCS)  developed  by  Neff (2003) which consists of 26 items was used to measure the pre-service teachers’ self-compassion. It consists of six subscales. And Cognitive Emotion Regulation Questionnaire (CERQ) developed by Garnefski et al., (2001) which consists of 36 items was used to measure emotional regulation of pre-service  teachers.  It  consists  of  nine  subscales.  Then,  the  data  were  analyzed  by  using descriptive  statistics,  Pearson\u0027s  product  moment  correlation, t test,  ANOVA  and  simple  linear regression.  The  results  revealed  that  significant  differences  were  found  by  gender  in  both  self-compassion  and  emotional   regulation.  In  self-compassion,  males  had  higher level  of  self-compassion  than  females  did.  In  emotional  regulation,  females  had  higher  level  of  emotional regulation  than  males  did.  The  ANOVA  result  revealed  that  significant  difference  was  found  by grade  in  self-compassion.  By  seeing  the  result,  fourth year  had  the  highest  level  of  self-compassion, followed by the fifth year and third year. But no significant difference was found by grade  in  emotional  regulation.  According  to  number  of  siblings,  no  significant  differences  were found  in  both  self-compassion  and  emotional  regulation.  After  that,  there  were  no  significant differences by parents’ education level in both self-compassion  and  emotional  regulation.  After that,   the   Pearson   Product-Moment   Correlation   result   revealed   that   a   positively   significant relationship  (r=.511**)  was  found  between  self-compassion  and  emotional  regulation.  Finally,  it can  be  concluded  that  pre-service  teachers’  self-compassion  could  influence  their  emotional regulation. Thus, to be good self-compassion and emotional regulation of pre-service teachers who will  become  leaders  of  society, meditation  practice  and  exposure  to  Buddhist  teachings  are essential for pre-service teachers."}]}, "item_1583103108160": {"attribute_name": "Keywords", "attribute_value_mlt": [{"interim": "compassion"}, {"interim": "self-compassion"}, {"interim": "emotion"}, {"interim": "emotional regulation"}]}, "item_1583103120197": {"attribute_name": "Files", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_access", "date": [{"dateType": "Available", "dateValue": "2020-10-12"}], "displaytype": "preview", "download_preview_message": "", "file_order": 0, "filename": "MAAS 2020 (Htay Htay Sint).pdf", "filesize": [{"value": "404 Kb"}], "future_date_message": "", "is_thumbnail": false, "licensetype": "license_0", "mimetype": "", "size": 404000.0, "url": {"url": "https://meral.edu.mm/record/5730/files/MAAS 2020 (Htay Htay Sint).pdf"}, "version_id": "52cdcf92-2dd3-422e-a554-a7132148b760"}]}, "item_1583103131163": {"attribute_name": "Journal articles", "attribute_value_mlt": [{"subitem_issue": "9B", "subitem_journal_title": "Journal of the Myanmar Academy of Arts and Science", "subitem_pages": "545-554", "subitem_volume": "18"}]}, "item_1583105942107": {"attribute_name": "Authors", "attribute_value_mlt": [{"subitem_authors": [{"subitem_authors_fullname": "Htay Htay Sint"}, {"subitem_authors_fullname": "Khin Hnin Nwe"}, {"subitem_authors_fullname": "Aye Aye Aung"}]}]}, "item_1583108359239": {"attribute_name": "Upload type", "attribute_value_mlt": [{"interim": "Publication"}]}, "item_1583108428133": {"attribute_name": "Publication type", "attribute_value_mlt": [{"interim": "Journal article"}]}, "item_1583159729339": {"attribute_name": "Publication date", "attribute_value": "2020-08-31"}, "item_title": "Self-compassion and Emotional Regulation of Pre-service Teachers", "item_type_id": "21", "owner": "87", "path": ["1597762186593"], "permalink_uri": "http://hdl.handle.net/20.500.12678/0000005730", "pubdate": {"attribute_name": "Deposited date", "attribute_value": "2020-10-12"}, "publish_date": "2020-10-12", "publish_status": "0", "recid": "5730", "relation": {}, "relation_version_is_last": true, "title": ["Self-compassion and Emotional Regulation of Pre-service Teachers"], "weko_shared_id": -1}
  1. Sagaing University of Education
  2. Department of Educational Psychology

Self-compassion and Emotional Regulation of Pre-service Teachers

http://hdl.handle.net/20.500.12678/0000005730
http://hdl.handle.net/20.500.12678/0000005730
f31e3a85-b01d-455a-9155-46e6de0b1aa1
a667fedb-3d73-4d6f-81ba-74f077af4a7f
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MAAS MAAS 2020 (Htay Htay Sint).pdf (404 Kb)
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Publication type
Journal article
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Publication
Title
Title Self-compassion and Emotional Regulation of Pre-service Teachers
Language en
Publication date 2020-08-31
Authors
Htay Htay Sint
Khin Hnin Nwe
Aye Aye Aung
Description
The purpose of this study was to investigate self-compassion and emotional regulation of pre-service teachers in Sagaing University of Education. Quantitative approach was used in this study. A total of 900 pre-service teachers in Sagaing University of Education were used as the sample by using stratified random sampling technique. Self-compassion Scale (SCS) developed by Neff (2003) which consists of 26 items was used to measure the pre-service teachers’ self-compassion. It consists of six subscales. And Cognitive Emotion Regulation Questionnaire (CERQ) developed by Garnefski et al., (2001) which consists of 36 items was used to measure emotional regulation of pre-service teachers. It consists of nine subscales. Then, the data were analyzed by using descriptive statistics, Pearson's product moment correlation, t test, ANOVA and simple linear regression. The results revealed that significant differences were found by gender in both self-compassion and emotional regulation. In self-compassion, males had higher level of self-compassion than females did. In emotional regulation, females had higher level of emotional regulation than males did. The ANOVA result revealed that significant difference was found by grade in self-compassion. By seeing the result, fourth year had the highest level of self-compassion, followed by the fifth year and third year. But no significant difference was found by grade in emotional regulation. According to number of siblings, no significant differences were found in both self-compassion and emotional regulation. After that, there were no significant differences by parents’ education level in both self-compassion and emotional regulation. After that, the Pearson Product-Moment Correlation result revealed that a positively significant relationship (r=.511**) was found between self-compassion and emotional regulation. Finally, it can be concluded that pre-service teachers’ self-compassion could influence their emotional regulation. Thus, to be good self-compassion and emotional regulation of pre-service teachers who will become leaders of society, meditation practice and exposure to Buddhist teachings are essential for pre-service teachers.
Keywords
compassion, self-compassion, emotion, emotional regulation
Journal articles
9B
Journal of the Myanmar Academy of Arts and Science
545-554
18
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