Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

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

Published: June 16, 2022

Due to the complexity of teaching, determining variables influencing teachers' work engagement is a rewarding research area. In line with this agenda, purpose study was test structural model based on teacher self-efficacy and teaching enjoyment among English as foreign language (EFL) teachers. For purpose, 315 Iranian instructors completed an online survey. Initially, measurement models for three latent were averred via conducting confirmatory factor analysis (CFA). Following that, equation modeling (SEM) utilized hypothesized model. SEM results showed that both significant predictors engagement, although stronger predictor than enjoyment. The findings might have notable implications

Language: Английский

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Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign student engagement in foreign language learning: the mediating role of foreign language enjoyment

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

Published: May 22, 2023

This study aimed to investigate the relationships between perceived teacher-student relationship, growth mindset, student engagement, and foreign language enjoyment (FLE) among Chinese English learners.A total of 413 EFL learners participated in completed self-report measures for engagement learning, FLE. Confirmatory factor analysis was employed assess validity scales. Structural equation modeling used test hypothesized model.The partial mediation model demonstrated best fit data. The results indicated that relationship had a direct impact on engagement. FLE directly influenced while mindset indirectly affected through FLE.The findings suggest fostering positive promoting can enhance FLE, leading increased levels These emphasize importance considering both interpersonal dynamics teachers students role learning.

Language: Английский

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ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class

System, Journal Year: 2023, Volume and Issue: 120, P. 103209 - 103209

Published: Dec. 21, 2023

Language: Английский

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The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding

Studies in Second Language Learning and Teaching, Journal Year: 2023, Volume and Issue: 13(1), P. 71 - 100

Published: March 31, 2023

Drawing on the rhetorical/relational goal theory, this study examined role of instructor clarity and non-verbal immediacy in affective learning through mediation understanding. Data were gathered close-ended questionnaires from 756 Chinese 715 Iranian English as a foreign language (EFL) students, factor structure cross-cultural validity which supported via confirmatory analysis testing measurement invariance, respectively. Path results indicated that positively predicted understanding learning; was significant positive mediator relationship with learning. Except for association significantly higher group, no difference found between groups all other associations, providing empirical support EFL teachers’ interpersonal communication behaviors students’ learning, irrespective cultural context.

Language: Английский

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The interrelationships between Chinese learners’ trait emotional intelligence and teachers’ emotional support in learners’ engagement

BMC Psychology, Journal Year: 2024, Volume and Issue: 12(1)

Published: Jan. 18, 2024

Abstract Background One noteworthy concern within the realm of education is level engagement demonstrated by students. Among factor that can have a crucial role in this domain teacher support, especially emotional support which has an impact on several aspects learners’ education. Furthermore, various studies investigated relationship between Emotional Intelligence (EI) and engagement. Methods Accordingly, study possible trait EI teachers how these constructs may work to associate For objective, total 309 Chinese students across different colleges universities 5 provinces Beijing, Shanghai, Jiangsu, Hubei, Shaanxi were enrolled. They 126 females 183 males, with ages ranging from 18 30 years old (Mean = 24.6). Results The results research through running Structural Equation Modeling (SEM) teachers’ both students’ learning final measurement model shows about 73% changes be associated their support. Conclusions This underscores importance relation learning. Both factors shown play significant associating student Moreover, could potentially wider impacts members academic teams.

Language: Английский

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