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The aim of the study was to test the longitudinal reciprocal relationship between teachers' emotional labor strategies (i.e., deep acting, hiding emotions, and faking emotions) and teachers' self-efficacy (TSE). Additionally, due to a scarcity of the empirical research on teachers' stable individual differences that can explain teachers' emotion regulation and motivation, the role of teachers' dispositional affectivity (i.e., positive affectivity – PA and negative affectivity – NA) in predicting individual differences in teachers' use of emotional labor strategies and TSE was examined. A large sample of 3010 Croatian teachers (82% female) with varying years of teaching experiences (M = 15.28, SD = 10.50) participated in a three-wave longitudinal study. The results showed that TSE and hiding emotions were reciprocally related to each other even after controlling for dispositional affectivity – hiding emotions at Time 2 was related to lower levels of TSE at Time 3 and vice versa. Next, PA positively predicted TSE at both Time 2 and Time 3, but negatively hiding and faking emotions at Time 2. In addition, PA positively predicted deep acting only at Time 2. In contrast, NA positively predicted surface acting at Time 2 and Time 3, and negatively TSE, but only at Time 1. [ABSTRACT FROM AUTHOR]

In this study, we examined the mediating role of academic self-efficacy and motivational learning strategies in the relationship between personality and elementary school students' achievement. The data were collected using a questionnaire that was administered to 511 Croatian eighth-grade students (14–15 years old) and analysed using Hayes's PROCESS procedure. The results suggest that conscientious students have higher grade point average (GPA) which can partially be explained with their relatively high academic self-efficacy and avoidance of using strategies of protecting self-esteem. Findings also indicate serial mediating effects of academic self-efficacy and strategies of protecting self-esteem on the relationship between conscientiousness and GPA. Openness was positively related to GPA, but only indirectly, through academic self-efficacy. Furthermore, we found an indirect effect of agreeableness on GPA through less frequent use of strategies aimed at protecting self-esteem. Neuroticism and extraversion showed no direct nor indirect effects on GPA. Additionally, students with higher academic self-efficacy were less inclined to use strategies of protecting self-esteem. However, there was no effect of academic self-efficacy on strategies of promoting learning process. This study adds to the existing literature by specifically examining serial mediation of academic self-efficacy and learning strategies in the relationship between personality and GPA. [ABSTRACT FROM AUTHOR]