Relationship between cognitive emotion regulation strategies and academic self effiiacy on teacher candidates

In this study, it was aimed to examine the relationship between cognitive emotion regulation strategies and academic self-efficacy of teacher candidates in terms of sociodemographic variables. The research was carried out with a total number of 201 teacher candidates, 161 female and 40 male, who are studying at Uludağ University Faculty of Education. Personal Information Form, Cognitive Emotion Regulation Scale, Academic Self-Efficacy Scale were applied to the candidates. Spss 25.0 program was used in the organization and analysis of the obtained data. The Results which got from Cognitive Emotion Regulation Scale were averaged and the rest were summarized. According to the findings, no significant relationship was found between Cognitive Emotion Regulation Strategies and socio-demographic variables (gender, age, number of siblings, education level, undergraduate and high school success). There are significant differences in cognitive emotion regulation strategies sub-dimensions in terms of gender variable. A significant difference was found between academic self-efficacy and socio-demographic variables with high school and undergraduate success, but no significant difference was found with other sociodemographic variables. There are significant differences in academic self-efficacy sub-dimensions in terms of gender and high school and undergraduate achievement variables. According to the findings, a significant, positive and weak relationship was found between the cognitive emotion regulation strategies of teacher candidates and their academic self-efficacy perceptions. The increase of Cognitive Emotion Regulation Strategies scores takes the academic self-efficacy perceptions up too.