title: Use and effectiveness of self-regulation strategies for improving mood in a group of trainee teachers.
abstract: A field study investigated the ongoing use and effectiveness of self-regulation strategies for improving mood and the effects of a mood-regulation intervention. Thirty trainee teachers used pocket computers to complete ratings of their mood and their use of mood-regulation strategies every 2 hr during 2 weeks of a school placement. Cognitive distraction was the most frequently used strategy, but behavioral diversion and cognitive reappraisal were associated with the greatest improvements in reported mood. Neither avoidance nor venting was associated with mood improvements. Concurrent mood, mood awareness, and activity predicted the use of different regulation strategies. Half of the participants were instructed to use engagement strategies and the other half diversion strategies during the middle 6 days of the study. The engagement group reported significantly higher levels of cheerfulness during this intervention.
authors.affiliation: Institute of Work Psychology, University of Sheffield, England. p.totterdell@sheffield.ac.uk
authors.forename: P
authors.initials: P
authors.lastname: Totterdell
authors.forename: B
authors.initials: B
authors.lastname: Parkinson
mesh_terms: D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D000339:Affect; D016022:Case-Control Studies; D018592:Cross-Over Studies; D004493:Education; D005260:Female; D006801:Humans; D008297:Male; D020377:Self Efficacy; D013315:Stress, Psychological / Q000517:prevention & control* / Q000523:psychology*; D013663:Teaching; D000078329:Workforce