Effects of individualized and general self-regulation online training on teachers' self-regulation, well-being and stress

This repository contains supplementary information as well as data files that are needed to reproduce the results of the following publication: Li Sanchez K, Schwinger M. Effects of individualized and general self-regulation online training on teachers' self-regulation, well-being and stress. (in prep.) This study investigates the effects of a brief individualized vs. general self-regulation online training on teachers' self-regulation competence, well-being, and stress levels. Self-regulation competence was assessed in a sample of german teachers at three time points using the MSR-T (Li Sanchez &Schwinger, 2023). Teachers were assigned to either individualized self-regulation training, general self-regulation training, or a waitlist control group. In addition to self-regulation competence, well-being was measured using the WHO-5 Well-Being Index (Bech, 2004), general stress was assessed using the Perceived Stress Scale PSS-10 (german version, Klein et al, 2016) and occupational stress was measured using the Occupational Stress Scale (Enzmann & Kleiber, 1989). Mixed ANOVA and linear regression analyses revealed, that self-regulation could be fostered through our individualized training and that teachers with low baseline competences in particular benefited from the training. Facets of self-regulation were shown to be significant predictors of well-being and general as well as occupational stress. The used data are provided as sav and csv, further this repository contains sample tasks from the teacher training. For further information see readme.txt