A network analysis of the relationship between perceived social support, emotion regulation, and job burnout among elementary and middle school teachers

作者：Yi Li, Yuyang Nie, Zhaolong Ma, Cong Liu, Yuxian Cao, Guofeng Qu, Lijia Hou, Kun Du, MingMing Guo, Tianci Wang, Xilai Zhu · 发表于：Frontiers in Psychology · 年份：2025 · DOI：10.3389/fpsyg.2025.1704862 · 被引用次数：4 · 研究领域：Mental Health Research Topics、Resilience and Mental Health、Psychological Treatments and Assessments

Background: Job burnout is a common mental health problem among primary and secondary school teacher populations, and navigating perceived social support and emotion regulation are recognized as important protective factors. The aim of this study was to explore the relationship between perceived social support, emotion regulation, and job burnout among elementary and secondary school teachers and to provide an in-depth analysis using network analysis and mediation modeling. Methods: A questionnaire was administered to 351 elementary and middle school teachers using the perceived social support Scale, Emotion Regulation Scale and Job Burnout Scale. Network analysis was used to depict the network of associations between the variables, and mediation analysis was used to test the mediating role of emotion regulation between perceived social support and Job Burnout. Results: The results of the network analysis revealed that the connections within variables were stronger than those across variables. The core associations between different dimensions included: "family support" and "emotional exhaustion," "family support" and "depersonalization," as well as "cognitive reappraisal" and "reduced personal accomplishment." Family support exhibited the highest Bridging Expected Influence (BEI), is the core hub of the network. The mediation model confirmed the mediating role of emotion regulation, indicating that perceived social support indirectly affects job burnout through emotion regul...