Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic

Current Psychology, Journal Year: 2023, Volume and Issue: 43(13), P. 12144 - 12158

Published: Jan. 17, 2023

Language: Английский

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A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context

System, Journal Year: 2022, Volume and Issue: 106, P. 102790 - 102790

Published: March 22, 2022

Language: Английский

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“I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment

Applied Linguistics Review, Journal Year: 2023, Volume and Issue: 15(6), P. 2659 - 2684

Published: Sept. 12, 2023

Abstract Teachers’ emotions have been approved to play a pivotal role in higher education. However, the interface of university teachers’ and assessment practices has widely ignored second/foreign language contexts. To fill this lacuna, study examined perceptions 35 Iranian EFL teachers regarding types, triggers, regulation strategies assessment-related through semi-structured interview. After thematic analysis data by MAXQDA software, it was found that experienced both negative positive during their practices. Such were mainly triggered methods/practices, teaching context, culture department. Furthermore, results indicated participants employed several preventive responsive regulate feelings L2 assessment. Practical implications are discussed necessity training on interplay

Language: Английский

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Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach

Journal of Multilingual and Multicultural Development, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 20

Published: Feb. 9, 2023

ABSTRACTThis study intended to explore the relations between 259 Turkish EFL students’ L2 grit (i.e. persistence of effort and consistency interest) boredom coping strategies cognitive approach, behavioural avoidance, avoidance) as well moderating role their emotion regulation strategies, viz., reappraisal suppression. The results structural equation modelling (SEM) indicated strong correlations emotional strategies. Moreover, correlation was found moderately strong. Although entirely a predictor it be stronger approach cope with boredom. Additionally, showed that significant whereas did not significantly moderate this prediction. Pedagogical implications are discussed regarding significance in contexts.KEYWORDS: gritboredom strategiesemotion AcknowledgmentsThe authors grateful for insightful comments suggested by editor anonymous reviewers.Authors’ contributionAll have materially participated research article preparation. all approved final article.Consent participateInformed consent participate obtained from individual participants included study.Consent publicationInformed publication study.Data availability statementThe datasets generated analyzed during current available corresponding author on reasonable request.Disclosure statementNo potential conflict interest reported author(s).

Language: Английский

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A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: June 30, 2022

Because of the exacting nature teaching, identifying factors affecting teachers’ mental health and psychological wellbeing are paramount importance. Parallel with this line inquiry, goal project was to test a model based on teacher self-efficacy emotion regulation in an EFL context. To end, 276 Iranian English teachers participated survey. First, measurement models for three latent constructs were verified through performing Confirmatory Factor Analysis (CFA). Then Structural Equation Modeling (SEM) used hypothesized model. SEM outcomes evince that both significant predictors wellbeing, being stronger correlate than regulation. The findings offer implications as Foreign Language (EFL) teachers.

Language: Английский

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Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement

Journal of Multilingual and Multicultural Development, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 15

Published: Feb. 3, 2023

Recently, researchers have focused on various factors influencing work engagement, particularly in the EFL context. In this vein, study was carried out to investigate relationship among proactive personality, flow, and engagement China. so doing, three instruments including Proactive Personality Scale, Work-Related Flow Inventory (WOLF), Work Well-Being Survey (UWES) were used. Employing a convenience sampling method, 350 English teachers selected from 20 provinces Structural equation modeling (SEM) utilized analyze obtained data. The findings demonstrated positive correlation teachers’ engagement. results of SEM also indicated that could be predicted by both flow personality; however, had more predictive power. theoretical practical implications for second/foreign language different stakeholders.

Language: Английский

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Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Perceptual and Motor Skills, Journal Year: 2023, Volume and Issue: 130(5), P. 2269 - 2299

Published: July 3, 2023

We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. invited a convenience sample of 355 teachers English as foreign language (EFL) to respond four online questionnaires. used confirmatory factor analysis (CFA) check the scales' construct validity structural equation modeling (SEM) test associations among variables. Our results showed that school-climate, were direct predictors teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, induced well-being. School climate also indirectly influenced FLTE, mediated wellbeing, with predictor wellbeing. directly discuss implications these findings for teacher-education programs.

Language: Английский

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English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach

Thinking Skills and Creativity, Journal Year: 2023, Volume and Issue: 49, P. 101370 - 101370

Published: July 11, 2023

Language: Английский

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Modeling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis

SAGE Open, Journal Year: 2023, Volume and Issue: 13(4)

Published: Oct. 1, 2023

Teaching is deemed a taxing enterprise, especially as far higher education concerned. As result, much research attention has been showered upon exploring the correlates of engagement for instructors. To contribute to this direction, present researchers carried out survey test model work in Chinese context. Teacher self-efficacy and resilience were added predictors hypothesized model. A number 372 English foreign language (EFL) instructors contexts selected through convenience sampling. The measurement models latent variables (i.e., self-efficacy, resilience, engagement) confirmed via running Confirmatory Factor Analysis (CFA). Afterward, Structural Equation Modeling (SEM) was used structural results obtained from analyses showed that both teacher could significantly predict EFL teachers’ engagement, with serving stronger predictor than resilience. outcomes suggest some implications stakeholders such teachers, trainers, policy makers, officials.

Language: Английский

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The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: Aug. 24, 2023

Introduction This research aimed to explore the relationships among teacher self-efficacy, resilience, emotion regulation, and burnout within context of Chinese English as a foreign language (EFL) teachers. Methods A sample 638 EFL teachers participated in this study. They completed self-report assessments for burnout. Confirmatory factor analysis was conducted establish construct validity measurement tools. Subsequently, structural equation modeling utilized assess proposed model. Results The results study revealed significant insights. Teacher self-efficacy resilience exhibited direct negative associations with Additionally, an interesting finding emerged where regulation indirectly affected burnout, mediated by resilience. supported suitability partial mediation model best-fit representation relationships. Discussion findings provide valuable implications teaching programs. connections between highlight importance nurturing these factors mitigate risk. discovered effect emphasizes role promoting teachers’ overall well-being. These outcomes collectively contribute understanding dynamics suggest potential avenues targeted interventions.

Language: Английский

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