Emotion Regulation and Social Adjustment of Student Teachersa

The present study focuses on emotion regulation and the social adjustment of student teachers. A survey method was employed in this present study. The sample of the study comprised 210 student teachers (N=210) from three teacher education colleges located in and around Karaikudi, Sivagangai district, Tamil Nadu, India. A simple random sampling technique was utilized for sample selection. The social adjustment questionnaire with a reliability coefficient of 0.76, was constructed and validated by the researcher and research supervisor, and the standardized Emotion Regulation Questionnaire (ERQ), Gross and John (2003), with Cronbach’s alpha reliability coefficient for the scale was calculated as 0.75 for present sample, were administered to the student teachers for data collection. Descriptive and differential statistical analyses were used to analyze the collected data. The findings of the study revealed that the level of emotion regulation and social adjustment of student teachers is favorable, there was no significant difference found in emotion regulation and social adjustment of student teachers based on their gender, educational qualification, locale, type of institution, marital status, and age and there exists a strong positive relationship between emotion regulation and social adjustment among student teachers. Keywords: emotion regulation, social adjustment, student teachers, mental state, well-being