Emotional Self-Regulation and Prosocial Behaviors in Prospective Early Childhood Education Teachers
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Abstract
Introduction: Teacher education currently faces significant challenges, particularly regarding preparing future educators to address complex situations within the educational context. Objective: To explore the relationship between emotional self-regulation and prosocial behaviors in pre-service early childhood education teachers, considering these competencies as key elements both during their university training and in their future professional practice. Method: A cross-sectional quantitative study was conducted with the participation of 127 students from a Faculty of Education at a public university (M = 24.56; SD = 4.16; 100% female). Participants completed self-report questionnaires on emotional self-regulation and prosocial behaviors. Results: The analyses indicated that the cognitive reappraisal strategy was positively associated with general prosocial behavior, and specifically with empathizing, helping, sharing, and caring. In contrast, emotional suppression was negatively related to prosocial behaviors, particularly sharing and caring. Conclusions: Cognitive reappraisal supports the development of key prosocial behaviors among pre-service teachers, whereas emotional suppression may hinder their expression. Strengthening these competencies is essential to improving emotional management and the quality of interactions in educational contexts.
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