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The sample includes 210 student teachers selected by simple random sampling from three teacher education colleges around Karaikudi in Sivagangai district, Tamil Nadu, India. Data were collected using a social adjustment questionnaire (reliability 0.76) and the standardized Emotion Regulation Questionnaire (ERQ; Cronbach’s alpha 0.75). Descriptive and differential statistics show favorable levels overall, no significant differences by key demographic variables, and a strong positive relationship between emotion regulation and social adjustment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emotion-regulation-and-social-adjustment-of-student-teachers-survey-method-and-statistical-findings/593308/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emotion-regulation-and-social-adjustment-of-student-teachers-survey-method-and-statistical-findings/593308.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on student teachers?","Question",{"text":112,"@type":113},"The study focuses on the level and connection between emotion regulation and social adjustment among student teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants and data collected?",{"text":117,"@type":113},"A survey method was used with 210 student teachers selected by simple random sampling. Data came from a social adjustment questionnaire and the standardized Emotion Regulation Questionnaire (ERQ).",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding group differences and relationships?",{"text":121,"@type":113},"Emotion regulation and social adjustment levels were favorable, and no significant differences were found across gender, qualification, locale, type of institution, marital status, or age. 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Parimala􀁲  \nThe present study focuses on emotion regulation and the social adjustment of student teachers. A survey method was employed in this present study. The sample of the study comprised 210 student teachers (N=210) from three teacher education colleges located in and around Karaikudi, Sivagangai district, Tamil Nadu, India. A simple random sampling technique was utilized for sample selection.  \nThe social adjustment questionnaire with a reliability coefficient of 0.76, was constructed and validated by the researcher and research supervisor, and the standardized Emotion Regulation Questionnaire (ERQ), Gross and John (2003), with Cronbach’s alpha reliability coefficient for the scale was calculated as 0.75 for present sample, were administered to the student teachers for data collection.  \nDescriptive and differential statistical analyses were used to analyze the collected data. The findings ofthe study revealed that the level of emotion regulation and social adjustment of student teachers is favorable, there was no significant difference found in emotion regulation and social adjustment of student teachers based on their gender, educational qualification, locale, type of institution, marital status, and age and there exists a strong positive relationship between emotion regulation and social adjustment among student teachers.  \nKeywords: emotion regulation, social adjustment, student teachers, mental state, well-being  \nIntroduction  \nTeacher education provides the platform for student teachers to acquire knowledge and practice skills that are necessary for improving their competence as teachers. Every day student teachers are perpetually exposed to extensive arousing stimuli. Student teachers need to accept or regulate both pleasant and unpleasant impulsive emotional situations.  \nEmotion Regulation  \nEmotion refers to a type of mental state that occurs almost all times in human life. Emotions act as a catalyst to life and determine individuals’ abilities and competencies. Emotions are responses to situations that are seen as personally relevant and represent the vital driving force of human behavior (Ekman, 1992, p. 180). Emotions are pivotal for social adjustment, interventions based on restorationsof the attachment style and cognitive emotion regulation strategies promote social adjustment (Farsijani, Besharat, & Moghadamzadeh, 2022, p. 66) . Emotion regulation begins with an openness to feelings. The capacity to exercise control over  \n􀀍Research Scholar, College of Education, Faculty of Education, Alagappa University, India.  \n􀁲Assistant Professor, College of Education, Faculty of Education, Alagappa University, India.  \none’s emotional state is known as emotion regulation. It could entail actions like evaluating a stressful situation to lessen anger or anxiety, covering up obvious indications of fear or grief, or concentrating on things that make feel joyful or peaceful. Important social functions are served by emotions. As a result, managing emotions should have societal repercussions, and managing emotions differently should have various repercussions. Emotional insights enable the individual to respond appropriately based on the situation. Emotion regulation (ER) aims to govern emotions in ourselves or others (McRae & Gross, 2020, p. 2) . Emotion regulation comprises two kinds of processes and strategies, which influence emotion utilization. Primarily, emotion information processing, emotion regulation, and emotion-focused behavior are influenced by the emotionality of the individual. Emotion information processing leads to the cumulation of emotional knowledge and emotion regulation strategy comes from socioemotional learning. Moreover, a lack of emotional information processing alters emotional knowledge and reduces emotion regulation (Izard, Stark, Trentacosta, & Schultz, 2008, p. 160) .  \nNeural Bases of Emotion Regu","cbCaimaPG86YMgZT","https://ap.wps.com/l/cbCaimaPG86YMgZT","pdf",326358,15,"English","# Introduction\n# Emotion Regulation\n## Neural Bases of Emotion Regulation\n# Emotion Regulation Strategies\n# Methodology and Data Analysis\n## Findings","[{\"question\":\"What is the focus of the study on student teachers?\",\"answer\":\"The study focuses on the level and connection between emotion regulation and social adjustment among student teachers.\"},{\"question\":\"How were participants and data collected?\",\"answer\":\"A survey method was used with 210 student teachers selected by simple random sampling. Data came from a social adjustment questionnaire and the standardized Emotion Regulation Questionnaire (ERQ).\"},{\"question\":\"What were the main findings regarding group differences and relationships?\",\"answer\":\"Emotion regulation and social adjustment levels were favorable, and no significant differences were found across gender, qualification, locale, type of institution, marital status, or age. A strong positive relationship was found between emotion regulation and social adjustment.\"}]","Emotion Regulation and Social Adjustment of Student Teachers - Survey Method and Statistical Findings | PDF",1792077026,38]