The relationship between teachers' emotion regulation strategies, high school students' emotion regulation strategies and students' subjective well-being at school

The aim of this study is to examine the relationship between high school students' emotion regulation strategies and teachers' emotion regulation strategies with students' subjective well-being levels at school. The sample of the study consists of 69 teachers working in 11 Anatolian High Schools in Kayapınar district of Diyarbakır province and 1329 students studying in the same high schools. 'Emotion Regulation Scale for Adolescents', "Teacher Emotion Regulation Scale" and "Brief School Subjective Well-Being Scale for Adolescents" were used in the study. In the analysis of the data, Pearson Product Moment Correlation Coefficient was examined to reveal the relationship between the variables and Multiple Regression Analysis was performed to reveal the prediction levels. Statistically significant relationships were found between students' emotion regulation strategies and their levels of subjective well-being at school, and it was found that students' emotion regulation strategies significantly predicted 29% of subjective well-being at school. In addition, intrinsic functional and extrinsic functional emotion regulation strategies positively predicted subjective well-being at school, while intrinsic dysfunctional and extrinsic dysfunctional emotion regulation strategies negatively predicted subjective well-being at school, and the strongest predictor relationship was found with intrinsic dysfunctional emotion regulation strategy. According to the findings obtained regarding the relationship between teachers' emotion regulation strategies and students' subjective well-being levels at school, although there were statistically significant relationships between the strategies used by teachers and students' subjective well-being levels at school, no predictive relationship was found as a result of Multiple Regression analysis. Key words: Student emotion regulation, teacher emotion regulation, subjective well-being, subjective well-being at school