Distractive emotion regulation, which relieves arousal through attention shift, protects individuals from strong stress. Distractive emotion regulation is widely used in everyday life and although it has great implications in the context of adaptation such as to addiction, it is generally not considered separately from avoidant regulation, it has neither been clearly defined nor measured.

Through a literature review and qualitative analysis, we selected adults’ distractive emotion regulation behaviors. We explored the construct by developing measurement on the distractive behaviors that adults use to regulate emotion.

Factor analysis revealed that distractive emotion regulation consisted of four factors: “consumption distraction” concerned with activities such as shopping, internet use, and TV viewing; “arousal control distraction” related to activities such as exercise, bathing, and deep breathing; “reserving distraction” pertaining to activities such as eating, sleeping, and listening to music; and “aggressive distraction” involving behaviors such as bullying, physical destructiveness, or cursing. Each factor had a different correlation with stress coping dimensions and subjective well-being.

Distractive emotion regulation is a multidimensional concept composed of sub-factors with different functions and clinical implications in daily life.

The purpose of this study was to examine the association between early childhood teachers’ technostress and teacher efficacy, and explored the mediation effects of stress coping in the between technostress and teacher efficacy.

The subjects of the study were 197 kindergarten and child care center teachers who work in Seoul and Gyeonggi do. The data were collected from 5, November 2017 to 20, November. It was analyzed with descriptive statistics, Pearson correlation and multiple regression using SPSS 20.0 program.

Participants was a moderate degree of technostress and stress coping, and slightly higher degree of teacher efficacy. There were significant correlations among technostress, stress coping and teacher efficacy. Technostress was positively correlated with stress coping and was negatively correlated with teacher efficacy. Stress coping was acted as a mediator in the between technostress and teacher efficacy.

These results suggest that it is necessary to develop and apply an intervention program focusing on stress coping in order to lower the technostress and raise the teacher efficacy of early childhood teachers.