Meta-Mood Trait and its Relationship with Anger Management Strategies in Middle Stage Teachers in Makkah Al-Mukarrama

Basiony, Suzan; Ahmad Hajjaji, Ayesha

doi:10.21608/edusohag.2019.53103

Meta-Mood Trait and its Relationship with Anger Management Strategies in Middle Stage Teachers in Makkah Al-Mukarrama

Document Type : Original Article

Authors

¹ Professor of Mental Health and Co-counseling, Department of Psychology, Faculty of Education, Umm Al-Qura University, Saudi Arabia

² Department of Psychology, Faculty of Education, Umm Al-Qura University, Saudi Arabia

10.21608/edusohag.2019.53103

Abstract

Department of Psychology, Faculty of Education, Umm Al Qura University, Makkah Al-Mukarramah, KSA.
This study aimed to investigate the relationship between me ta-mood trait and anger management strategies in middle stage teachers in Makkah Al-Mukarramah and examining whether there were differences between male and female teachers in both meta-mood trait and anger management strategies.Sample of the study consisted of 118 teachers (55 males and 63 females) referred from middle stage schools in Makkah Al-Mukarramah. Participants responded to a scale of meta-mood trait (Khreaba, 2016) and anger management strategies scale (Shuqir, 2013).Results of the study showed that there were differences between male and female teachers in meta-mood trait (attention to feelings, Clarity of feelings, adjust mood and total score) in favor of female teachers. There were differences between male and female teachers in the subscale of withdrawal and isolation in favor of female teachers. There were also differences between male and female teachers in the subscle of blame and struggle in favor of male teachers.There were statistically positive significant relationships between scores of male teachers in both subscales: attention to feelings, adjust mood and total score of meta-mood trait scale and their scores on the problem solving subscale on anger management strategies scale. Finally there was a statistically negative significant correlation coefficient between the female teachers' scores on the attention to feelings and withdrawal isolation subscales. There was also statistically positive significant correlation coefficient between scores of adjust mood and scores of problem solving subscales.

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