Anger Expression and Control, Problem Solving and Self-Reflection among Pre-Service Teachers (University Students)

Ala Petrulytė, Julita Navaitienė, Vaiva Rimienė


Educators face with various conflicts, problematic situations and stress in their professional activity. Nevertheless, their behaviour must meet the requirements of the profession. Some decisions are made without rational consideration and under intensive feeling of anger which can be expressed in less adaptive ways. The aim of the research was to investigate pre-service teachers’ (university students’) expression and control of anger, problem solving and selfreflection, and their correlation. The following research methods were applied: (1) Rational/ Experiential Multimodal Inventory – REI-m (Epstein, 2011), (2) State-Trait Anger Expression Inventory – STAXI-2 (Spielberger, 1999), and (3) Self-reflection and Insight Scale (Grant et al., 2002). 120 future teachers (university students) participated in the study. The research findings are as follows: male students demonstrated significantly higher rationality in problem solving than female students, while female students showed higher intuition and anger expression indexes than male students. Positive correlations were found among rational problem solving, experience-based problem solving and self-reflection. A negative correlation was found between rational problem solving and anger as a trait. The obtained results suggest that problem solving, anger management and self-reflection of pre-service teachers are significant in the context of their professional development.

Keywords: anger expression, anger control, problem solving, self-reflection, pre-service teachers, university students.


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