Vandana Singh, Pooja Aggarwal
Regulating
emotions has always been of great concern as it impacts mind and body of an
individual tremendously. The concern over regulating emotions has become all
the more important in the covid pandemic scenario. Current study attempts to
address this issue by exploring the effect of self-talk on regulation of
emotions among primary school teachers of North India. A sample of 529 primary
school teachers represented the study and the study aims at determining the
factors of self-talk and confirming them. Exploratory factor analysis run
through SPSS 21 software contributed in determining the factors of self-talk
and results of confirmatory factor analysis conducted through PLS adequately
surpassed the measurement model criterion for self-talk and emotional regulation
(ER) at higher order. Further, in order to understand the underlying
relationship between self-talk and emotional regulation, structural model
analysis was conducted through PLS-bootstrapping, which disclosed that
self-talk has a significant positive effect in regulation of emotions with an
R-square value of 44.2 per cent and a high effect size of 79.4 per cent. While the
existence of moderation effect of selected demographics was checked through PLS-MGA
after confirming the invariance among groups through PLS-MICOM. Its result revealed
that self-talk is a significant tool in regulating emotions for all teachers
irrespective of demographic frontier. Hence, the present study guide
particularly teachers and people in general to use self-talk as a tool to
overcome with their emotional turbulence and findings also provide direction to
counsellor and psychologists to guide people in rerouting their emotions in a
right direction.
Emotional Regulation; Self-talk; PLS-SEM; PLS-MICOM; Moderation; North
India.
VOL.13, ISSUE No.4, December 2021