Preschool teachers' psychological wellbeing, emotion regulation, and emotional responsiveness: a US-Korea comparison.

Introduction: Psychological wellbeing is an essential indicator of early care and education (ECE) teachers' positive practices across countries. Moreover, previous studies suggest that teachers' wellbeing and practice may be indirectly associated via emotion regulation. However, teachers in various contexts demonstrate different patterns of psychological wellbeing, emotion regulation, and emotional responsiveness, and the ways these factors associate with each other also vary.

Early Childhood Teachers' Work Environment, Perceived Personal Stress, and Professional Commitment in South Korea.

Background: Teachers' professional commitment is essential for providing high-quality early care and education (ECE) to young children. Previous studies suggest that teachers' perceptions of low levels of personal stress and a satisfactory work environment are both likely to be associated with their greater commitment to work.

Objective: The current study examined the incremental validity of work environment as a predictor of professional commitment beyond personal stress perceived by ECE teachers in South Korea.

Disorganized attachment in young adulthood as a partial mediator of relations between severity of childhood abuse and dissociation.

Disorganized attachment has been proposed as a mediating mechanism in the relation between childhood abuse and dissociation. However, support for mediation has been mixed when interview or self-report measures of attachment have been used. In the current work, relations among severity of abuse, attachment disorganization, and dissociation were assessed in young adulthood using both interview and interaction-based measures of attachment.