The Relationship Between Stress Tolerance, Cognitive Emotion Regulation and Temperament Types: Pre-Service Teachers Example

The current study employing the mixed design to qualitatively and quantitatively investigate the relationship between pre-service physical education teachers’ temperament types, cognitive emotion regulation strategies, and stress tolerance level aims to contribute to the features loaded onto the “quality teacher” concept. In determining the participants, a convenience sampling method, one of the non-random sampling methods was used. The study's sampling is comprised of 92 females and 167 males, a total of 259, pre-service physical education teachers. The participants were administered a questionnaire made up of the scales of the Stress Tolerance Test in the Vienna Test System (DT-test), Cognitive Emotion Regulation, and the Nine Temperaments Model (DTMM). The qualitative data were collected by recording the participating pre-service teachers’ responses to the semi-structured open-ended questions. While quantitative data were analyzed with the SPSS 24 package program, qualitative data were written down, defined according to certain phenomena, and interpreted with the analysis in the depth and richness of the data. The temperament types of the students were found to lead to significant differences in the sub-dimensions of cognitive emotion regulation and the stress tolerance correct reaction time median values. The qualitative findings of the current study support the quantitative findings.