The relationship between stress tolerance level, cognitive emotion regulation and types of temperament in teacher candidates of physical education

In this study with combined pattern exploring the temperament types, cognitive mood regulation strategies and stress tolerance levels of physical education teacher candidates in quantitative and qualitative phases, it was aimed to contribute to the features on the concept of "qualified teacher". The sampling of the study is composed of 259 physical education teacher candidates, 92 of whom are women (35.5%) and 167 of whom are men (64.5%), who are studying in the Faculty of Sports Sciences at Ege University, who have the mean age of 22.74 ±3.47. During the collection of quantitative data, the participants were applied stress tolerance test (DT-test) of vienna test system and personal information form, and a questionnaire form including cognitive emotion regulation (Onat and Otrar, 2010) and nine type temperament model scales (Yılmaz et al.,2014). The qualitative data were, on the other hand, collected by recording on the tape recorder the responses given to semi-constructed open-ended questions determined according to the research topic, appropriate for standardized interview technique. In the analysis of quantitative data, SPSS 24.0 program was utilized. Qualitative data were analyzed by making descriptive resolution for the depth and richness of data after the tape records had been written down. The internal consistency of all tests and their sub-scales was observed to be at a satisfactory level except for "positive re-focusing" sub-scale of Cognitive emotion regulation scale. The mentioned sub-dimension of the scale was excluded from evaluation. According to the definitive statistical analysis, teacher candidates were found to show frequency in 3 temperament types as 60 in Type 2 (23.2%); 44 in Type 1 (17.0%); 36 in Type 9 (13.9%). According to whether the participants are dealing with individual sports or team sports, a statistically significant difference was found (p<.05) in favor of individuals dealing with team sports only in the sub-dimension of "self-accusation" among sub-dimensions of cognitive emotion regulation. According to mother's educational level variable, a statistically significant difference was detected in favor of primary school/literate (p<.05), between primary school/literate and university and over, in the sub-dimensions of "destruction" and "accusing others" of cognitive emotion regulation. Considering the comparisons in relation to the sub-dimensions of cognitive emotion regulation according to the temperament types of participants, statistically significant differences were found out in sub-dimensions of "self-accusation", "acceptance", "focusing on the thought", "re-focusing on the plan" and "destruction" (p<.05). Teacher candidates were observed to have values above average in all test parameters of stress tolerance (DT) test that they applied; to give quick and correct reactions in fulfilling the duty in long times in cases of stress, that is, to sustain focusing by enabling recovery phase. Considering the temperament types of teacher candidates, statistically significant differences were detected between DTM1 and DTM2 and between DTM9 and DTM2 in their stress tolerance correct reaction time median values. Also, according to pearson correlation coefficients, a very small negative relationship was detected to be found between the sub-dimensions of "placing in viewpoint" (r= -.136, p<.05) and "destruction" (r= -.144, p<.05) of stress tolerance time median and cognitive emotion regulation. Considering the simple linear regression analysis, it was determined that the model set up according to significance level referring to F value was statistically significant (F=5.443, p<.05), destruction predicted stress tolerance median at a low level and a very small part of its variance (2%) could be explained by this dimension. The qualitative findings obtained in the study are supportive of the quantitative findings and are expressed with proper examples in the study. The obtained findings have been discussed considering the literature and by contributing to the studies planned to be conducted in the future as well as to those working in sports sciences. Key words: Temperament, Emotion Regulation, Stress Tolerance, Combined Pattern, Qualified Physical Educator.