Original scientific paper
https://doi.org/10.59549/n.167.1-2.9
Emotion Regulation Strategies as Predictors of Burnout among Early Childhood Educators
Ljiljana Grgić Karamatić
; Kindergarten Radost, Zagreb, Croatia
*
* Corresponding author.
Abstract
This study examined the relationship between emotion regulation strategies
and dimensions of burnout among preschool teachers working in Croatian
kindergartens. The sample consisted of 201 preschool teachers. Data were
collected using the Emotion Regulation Questionnaire and the Maslach Burnout
Inventory – Educators Survey (MBI-ES), adapted for preschool teachers.
Burnout was conceptualised through three dimensions: emotional exhaustion,
depersonalisation, and personal accomplishment. The findings showed
that emotional suppression was positively associated with emotional exhaustion
and depersonalisation, whereas no significant association with personal
accomplishment was observed. Cognitive reappraisal was not associated
with emotional exhaustion or depersonalisation; however, it was positively
associated with personal accomplishment. Hierarchical regression analyses
further demonstrated that emotional suppression significantly predicted emotional
exhaustion and depersonalisation, while cognitive reappraisal emerged
as a positive predictor of personal accomplishment. In addition, longer work
experience was associated with lower levels of depersonalisation. The results
highlight the importance of distinguishing between different dimensions of
burnout and suggest that emotion regulation strategies may contribute differently
to preschool teachers’ professional functioning and well-being.
Keywords
cognitive reappraisal; emotion regulation; emotional suppression; preschool teachers; professional burnout
Hrčak ID:
348039
URI
Publication date:
19.6.2026.
Visits: 0 *