social sciences $€ £ ¥ Article Stress, Emotion Regulation, and Well-Being among Canadian Faculty Members in Research-Intensive Universities Raheleh Salimzadeh *, Nathan C. Hall and Alenoush Saroyan Department of Educational and Counselling Psychology, McGill University, Montreal, QC H3A 1Y2, Canada;
[email protected] (N.C.H.);
[email protected] (A.S.) * Correspondence:
[email protected] Received: 22 September 2020; Accepted: 25 November 2020; Published: 10 December 2020 Abstract: Existing research reveals the academic profession to be stressful and emotion-laden. Recent evidence further shows job-related stress and emotion regulation to impact faculty well-being and productivity. The present study recruited 414 Canadian faculty members from 13 English-speaking research-intensive universities. We examined the associations between perceived stressors, emotion regulation strategies, including reappraisal, suppression, adaptive upregulation of positive emotions, maladaptive downregulation of positive emotions, as well as adaptive and maladaptive downregulation of negative emotions, and well-being outcomes (emotional exhaustion, job satisfaction, quitting intentions, psychological maladjustment, and illness symptoms). Additionally, the study explored the moderating role of stress, gender, and years of experience in the link between emotion regulation and well-being as well as the interactions between adaptive and maladaptive emotion regulation strategies in predicting well-being. The results revealed that cognitive reappraisal was a health-beneficial strategy, whereas suppression and maladaptive strategies for downregulating positive and negative emotions were detrimental. Strategies previously defined as adaptive for downregulating negative emotions and upregulating positive emotions did not significantly predict well-being. In contrast, strategies for downregulating negative emotions previously defined as dysfunctional showed the strongest maladaptive associations with ill health.