Table 2 Means, standard deviations, and correlations between videos and ER questionnaires.

From: Emotion regulation skills as a mediator of STEM teachers’ stress, well-being, and burnout

Variables

 

n

M

SD

1

2

3

Video Emotion

1

152

3.21

1.01

   

Video Suppression

2

152

4.65

1.61

0.118

  

Video Reappraisal

3

152

4.81

1.28

0.081

0.465***

 

Difficulties in ER

4

165

70.52

19.04

0.312***

0.013

− 0.127

Nonacceptance

5

165

12.91

5.17

0.310***

0.092

− 0.107

Goal

6

165

12.00

4.14

0.205*

0.012

− 0.072

Impulse

7

165

11.28

4.56

0.282***

− 0.019

− 0.098

Awareness

8

165

11.11

2.77

0.011

− 0.079

− 0.002

Strategies

9

165

16.25

5.63

0.306***

0.012

− 0.164*

Clarity

10

165

6.97

2.58

0.217**

− 0.019

− 0.089

Reappraisal

11

165

5.18

1.01

− 0.005

0.033

0.277***

Suppression

12

165

3.50

1.46

0.229**

0.019

− 0.046

  1. *p < 0.05; **p < 0.01; ***p < 0.001.
  2. Note: 92% of the sample watched the videos and answered the accompanying questionnaire.
  3. Video emotion: average score of the intensity of the emotions of anger and sadness felt by the teachers while watching the three videos; Video suppression: average use of suppression in the three videos; Video reappraisal: average use of reappraisal in the three videos; Difficulties in ER: summed score of the DERS (range 36–180); Nonacceptance, Goal, Impulse, Awareness, Strategies, and Clarity: six DERS subscales; Reappraisal and Suppression: mean score of each subscale in the ERQ; Seniority: in years.
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