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Thu, May 9, 2024
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Amelia Rizzo * 
1, Kavita Batra2 , Murat Yıldırım3 , Guendalina Tordonato4 , Virginia De Maio4 , Hicham Khabbache5 , Łukasz Szarpak6 , Mahmood Bahramizadeh7 , Rezvaneh Namazi Yousefi8 , Michel Pruc9 , Francesco Chirico10
1, Kavita Batra2 , Murat Yıldırım3 , Guendalina Tordonato4 , Virginia De Maio4 , Hicham Khabbache5 , Łukasz Szarpak6 , Mahmood Bahramizadeh7 , Rezvaneh Namazi Yousefi8 , Michel Pruc9 , Francesco Chirico10
1- Department of Clinical and Experimental Medicine, University of Messina, Italy. Department of Cognitive Sciences, Psychological, Educational, and Cultural Studies, University of Messina, Messina, Italy.
2- Department of Medical Education, Kirk Kerkorian School of Medicine at UNLV, University of Nevada, Las Vegas, USA.
3- Department of Psychology, Faculty of Science and Letters, Agri Ibrahim Cecen University, Turkey. Graduate Studies and Research, Lebanese American University, Beirut, Lebanon.
4- Department of Clinical and Experimental Medicine, University of Messina, 98122 Messina, Italy.
5- Department of Psychology, "Lifelong Learning Observatory" UNESCO Chair, Faculty of Arts and Human Sciences Fès-Saïss, Sidi Mohamed Ben Abdellah University, Fez-Morocco.
6- Department of Clinical Research and Development, LUXMED Group, Warsaw, Poland. Department of Emergency Medicine, Henry JN Taub, Baylor College of Medicine, Houston, TX, USA.
7- Department of Orthotics and Prosthetics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
8- Deputy of Research and Technology,University of Social Welfare and Rehabilitation Sciences.
9- Department of Clinical Research and Development, LUXMED Group, Warsaw, Poland.
10- Post-graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Roma, Italy.
2- Department of Medical Education, Kirk Kerkorian School of Medicine at UNLV, University of Nevada, Las Vegas, USA.
3- Department of Psychology, Faculty of Science and Letters, Agri Ibrahim Cecen University, Turkey. Graduate Studies and Research, Lebanese American University, Beirut, Lebanon.
4- Department of Clinical and Experimental Medicine, University of Messina, 98122 Messina, Italy.
5- Department of Psychology, "Lifelong Learning Observatory" UNESCO Chair, Faculty of Arts and Human Sciences Fès-Saïss, Sidi Mohamed Ben Abdellah University, Fez-Morocco.
6- Department of Clinical Research and Development, LUXMED Group, Warsaw, Poland. Department of Emergency Medicine, Henry JN Taub, Baylor College of Medicine, Houston, TX, USA.
7- Department of Orthotics and Prosthetics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
8- Deputy of Research and Technology,University of Social Welfare and Rehabilitation Sciences.
9- Department of Clinical Research and Development, LUXMED Group, Warsaw, Poland.
10- Post-graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Roma, Italy.
Abstract: (139 Views)
Objectives
The present study aims to address the psychological motivations behind social media use, focusing on its underexplored regulatory function in the context of coping strategies and emotional regulation among teachers. This exploratory research seeks to explore the relationship between social media engagement and its impact on educators' stress management and emotional regulation mechanisms.
Methods
To investigate this relationship, the study utilized two key instruments: the Coping Inventory for Stressful Situations and the Italian version of the Difficulties in Emotion Regulation Scale. These tools were administered to a sample of 214 Italian teachers, predominantly female (90.7%), with ages ranging from 25 to 65 years (Mean = 47.19 years; SD = 9.02). The study employed correlation analysis to assess the associations between social media use and various coping and emotional regulation strategies.
Results
The correlation analysis revealed a nuanced relationship between the usage of certain social media platforms and a higher inclination towards a problem-oriented coping style, alongside a decreased sense of lack of negative emotions control. These findings suggest that while social media can serve as a tool for problem-oriented coping, it may also hinder the ability to disengage from negative emotional states.
Discussion
The results of this study shed light on the potential of social media as both a resource and a challenge in the emotional and professional lives of teachers. By identifying specific coping strategies that are positively and negatively associated with social media use, the research points towards possible interventions that could mitigate the adverse effects of social media. This could include developing targeted support mechanisms to enhance teachers' ability to manage stress and regulate emotions effectively, thereby optimizing their use of social media in a way that supports their psychological well-being.
The present study aims to address the psychological motivations behind social media use, focusing on its underexplored regulatory function in the context of coping strategies and emotional regulation among teachers. This exploratory research seeks to explore the relationship between social media engagement and its impact on educators' stress management and emotional regulation mechanisms.
Methods
To investigate this relationship, the study utilized two key instruments: the Coping Inventory for Stressful Situations and the Italian version of the Difficulties in Emotion Regulation Scale. These tools were administered to a sample of 214 Italian teachers, predominantly female (90.7%), with ages ranging from 25 to 65 years (Mean = 47.19 years; SD = 9.02). The study employed correlation analysis to assess the associations between social media use and various coping and emotional regulation strategies.
Results
The correlation analysis revealed a nuanced relationship between the usage of certain social media platforms and a higher inclination towards a problem-oriented coping style, alongside a decreased sense of lack of negative emotions control. These findings suggest that while social media can serve as a tool for problem-oriented coping, it may also hinder the ability to disengage from negative emotional states.
Discussion
The results of this study shed light on the potential of social media as both a resource and a challenge in the emotional and professional lives of teachers. By identifying specific coping strategies that are positively and negatively associated with social media use, the research points towards possible interventions that could mitigate the adverse effects of social media. This could include developing targeted support mechanisms to enhance teachers' ability to manage stress and regulate emotions effectively, thereby optimizing their use of social media in a way that supports their psychological well-being.
Article type: Original Research Articles |
Subject:
Psychology
Received: 2024/02/10 | Accepted: 2024/02/12
Received: 2024/02/10 | Accepted: 2024/02/12
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Iranian Rehabilitation Journal (IRJ)
University of Social Welfare and Rehabilitation Sciences, Evin, Kudakyar Ave., Tehran, Iran
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& +9821 22180083-92 (Ext: 2826)
& +9821 22180083-92 (Ext: 2826)
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+9821 453 55 000
+9821 453 55 000
E-mail: irj.uswr@gmail.com, irj@uswr.ac.ir
