Readme This repository contains data and sample tasks from the training programmes of our online study, with reference to the following publication: Li Sanchez,K. & Schwinger, M. (in prep.) Effects of individualised and general self-regulation online training on teachers' self-regulation, well-being and stress. Our study was supported by "ProPraxis", a project funded by the German Federal Ministry of Education and Research (BMBF; 01JA1804) as part of the "Quality Offensive Teacher Education" (QLB). This study investigates the effects of a short individualised vs. general online training in self-regulation on teachers' self-regulation competence, well-being and stress levels. Self-regulation competence was assessed in a sample of German teachers at three time points using the MSR-T (Li Sanchez &Schwinger, 2023). Teachers were assigned to either individualised self-regulation training, general self-regulation training, or a waitlist control group. In addition to self-regulation skills well-being was measured using the WHO-5 Well-Being Index (Bech, 2004), general stress was assessed using the Perceived Stress Scale PSS-10 (German version, Klein et al., 2016), and occupational stress was measured using the Occupational Stress Scale (Enzmann & Kleiber, 1989). The data used are provided as sav and csv, and this repository also contains sample tasks from the teacher training and the original material in German. Overview of the procedure Measurement Point 1 (MP1) -Study information -Recording of descriptive variables -Subject code generation -WHO-5 -PSS-10 -Occupational Stress (BB) -Explanatory video Self-regulation and contexts (see file SR-Video) -MSR-T -Separate collection of email addresses to send personalised participation links for surveys 2 and 3 -Random assignment to treatment group 1, 2 or waiting control group Treatment groups 1 and 2 received access to self-regulation training. Measurement point 2 (MP2) -Study information -Subject codes -Filter for waiting control group or treatment group 1/2 -WHO-5 -PSS-10 -Occupational Stress (BB) -Explanatory video on self-regulation and contexts (see file SR-Video) -MSR-T Additional for treatment groups: Self-administered questions on treatment compliance, helpfulness and feedback. Waiting control group received access to individualised self-regulation training. Measurement point 3 (MP3) -Study information -Subject codes -Filter for waiting control group or treatment group 1/2 -WHO-5 -PSS-10 -Occupational Stress (BB) -Explanatory video on self-regulation and contexts (see file SR-Video) -MSR-T Additional for waiting control group: Self-administered questions on treatment compliance, helpfulness and feedback. Analyses were performed with SPSS. The dataset is provided as SAV and CSV. Each row in SAV contains one participant. Results are presented in the publication. Where necessary, items in our dataset are translated. As MSR-T, WHO-5 and PSS-10 items are available online, the items in our dataset have not been translated.The original items can be found here: MSR-T: Li Sanchez, K.; Schwinger, M. Development and Validation of the Marburg Self-Regulation Questionnaire for Teachers (MSR-T). Trends in Higher Education 2023, 2, 434–461, doi:10.3390/higheredu2030026. WHO-5: Bech, P. Measuring the dimension of psychological general well-being by the WHO-5. Quality of life newsletter 2004, 15-16. PSS-10: Cohen, S., Kamarck, T., & Mermelstein, R. A global measure of perceived stress. Journal of health and social be-havior 1983, 385–396. Occupational Stress (Berufliche Belastung): Enzmann, D.; Kleiber, D. Helfer-Leiden: Streß und Burnout in psychosozialen Berufen; Asanger: Heidelberg, 1989, ISBN 3893341439. As MSR-T, WHO-5, PSS-10 and Occupational Stress (BB) were collected at all measurement points, items were assigned to their measurement point by the last number (_1/_2/_3) in the item name (e.g. BB_01_3 = occupational stress item 1 at measurement point 3) and item description (e.g. MP1 = measurement point 1). Variables Description MSR-T: Please note: Items of the MSR-T can be the items can be recorded in several contexts. In our case, these were the contexts teaching (abbreviation U before the item name, e.g. UPLALLP3), communication (abbreviation K before the item name, e.g. KPLALLP3), , self-care (abbreviation S before the item name) and motivating oneself (abbreviation M before the item name) MSR-T Items were: Item label Original language (German) Translation PLALLP3 Ich gehe strategisch vor, um an mein Ziel zu kommen. I take a strategic approach to achieve my goal. PLLZ3 Ich beschäftige mich lieber mit einfacheren Dingen als aktuellen Herausforderungen. I prefer to deal with easier things than current challenges. PLNTAK3 Ich weiß nicht genau, auf was ich meine Aufmerksamkeit richten muss, um meine Ziele zu erreichen. I don't know exactly where to focus my attention to achieve my goals. PLNTAK4 Bei Problemen/Hindernissen kommt mir erstmal alles Mögliche in den Kopf, dass nichts damit zu tun hat. When faced with problems/obstacles, I first think of all sorts of things that have nothing to do with them. PLSPTZ2 Ich überlege, was genau ich erreichen will. I think about exactly what I want to achieve. PLSPTZ3 Ich kann sinnvolle Zwischenziele spezifizieren. I can set meaningful interim goals. PLSTAW2 Ich weiß, welche Strategien hilfreich sind. I know what strategies are helpful. PLUNTZ1 Es fällt mir schwer, Prioritäten zu setzen. I find it difficult to prioritise. PLWAK4 Ich mache mir die Anforderungen in der jeweiligen Situation bewusst. I am aware of the demands of the situation. MOABL2 Es fällt mir schwer, mein Ziel im Auge zu behalten. I find it difficult to stay on target. MOADS3 Ich passe meine Strategien an die jeweilige Situation an. I adapt my strategies according to the situation. MOATTF3 Ich kann meine Aufmerksamkeit auf aufgabenrelevante Aspekte richten. I can focus my attention on aspects relevant to the task. MODIS1 Ich merke, dass ich immer weniger Lust habe, etwas zu tun. I notice that I have less and less desire to do anything. MODIS4 Wenn etwas nicht klappt, werfe ich schnell das Handtuch. I quit easily if things don't work out. MOSHC2 Statt notwendigen Aufgaben mache ich andere Dinge, die mir später Instead of doing the necessary tasks, I do other things that can later be used to justify my possible failure. eine Rechtfertigung für mein mögliches Scheitern liefern können. MOSIN3 Ich leite mich selbst innerlich an, wie ich etwas tun möchte. I internally instruct myself on how I want to do something MOSO1 Ich passe auf, ob ich das tue, was ich mir vorgenommen habe. I pay attention to whether I am doing what I set out to do. MOSO4 Ich registriere, wie ich vorgehe. I register how I am progressing. REANP1 Meine Zwischenziele dienen mir als Kompass für mein weiteres Vorgehen. My interim goals serve as a compass for my further actions. REGATT4 Ich erkenne, was ich selbst dazu beitragen kann, situationsspezifische Anforderungen zu meistern. I identify what I can contribute to meeting situation-specific requirements. REGUMI1 Ich untersuche, was ich aus gemachten Fehlern lernen kann. I examine what I can learn from mistakes I have made. RETEV1 Ich prüfe, wie gut ich vorankomme. I check how well I am progressing. REUATT2 Im Nachhinein bin ich überzeugt, dass meine Vorhaben nur zufällig gut ausgegangen ist. Looking back, I am convinced that my plans worked out well only by chance. REUATT3 Bei Misserfolgen bin ich überzeugt, dass diese auf meine Unfähigkeit zurückzuführen sind. In the case of failure, I am convinced that it is due to my incompetence. REUMI1 Wenn ich Probleme nicht lösen kann, verurteile ich mich dafür. If I can't solve a problem, I blame myself. REUMI2 Ich resigniere schnell, wenn etwas nicht funktioniert. I quickly give up if something doesn't work. REOUT2 Im Nachhinein weiß ich, warum etwas gut oder nicht gut geklappt hat. In retrospect, I can tell why something worked well or not.