Asian-Pacific Journal of Second and Foreign Language Education,
Journal Year:
2024,
Volume and Issue:
9(1)
Published: Aug. 15, 2024
Abstract
Teacher
enthusiasm
is
receiving
remarkable
scholarly
attention
in
L2
education,
and
its
effect
on
students’
language
learning
outcomes
has
been
extensively
investigated.
Nevertheless,
exploring
the
antecedents
of
teacher
received
scant
foreign
particularly
within
Chinese
context.
Thus,
informed
by
principles
positive
psychology,
present
study
investigated
extent
to
which
English
as
a
(EFL)
teachers’
can
be
predicted
their
work
engagement
teaching
enjoyment
(FLTE)
context
China.
The
involved
three
online
questionnaires
completed
576
EFL
teachers
results
structural
equation
modeling
revealed
that
FLTE
were
strong
predictors
enthusiasm.
In
addition,
was
better
predictor
than
engagement.
findings
highlighted
importance
applying
psychology
education.
Finally,
paper
concludes
with
avenues
for
future
research.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Sept. 28, 2024
ABSTRACT
As
artificial
intelligence
(AI)
has
been
integrated
into
foreign
language
(FL)
education,
learners'
well‐being
is
influenced
by
various
factors,
including
technological,
personal
and
contextual
elements.
However,
few
studies
explored
how
external
internal
factors
jointly
shape
FL
in
the
era
of
generative
AI.
To
fill
this
gap,
study
explores
effects
AI
acceptance,
perceived
teachers'
enthusiasm
self‐efficacy
on
investigating
613
university
learners
English
as
a
(EFL).
The
structural
equation
modelling
results
reveal
that
(1)
acceptance
positively
predicts
EFL
self‐efficacy;
(2)
does
not
predict
(3)
for
receptive
skills
mediates
relationship
between
acceptance/perceived
well‐being,
whereas
productive
play
mediation
role.
This
research
broadens
understanding
antecedents
extends
application
theory
AI‐driven
educational
environment,
providing
significant
pedagogical
implications.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: July 30, 2024
Abstract
Emotion
regulation
strategies
can
enhance
teachers'
well‐being
and
performance
by
enabling
them
to
cope
with
the
challenges
stressors
of
teaching.
Personality
traits,
however,
may
affect
vulnerability
depression
their
capacity
regulate
emotions.
To
investigate
how
emotion
mediated
relationship
between
EFL
personality
traits
depression,
we
invited
546
Chinese
teachers
complete
relevant
online
questionnaires.
The
Structural
Equation
Modelling
(SEM)
results
revealed
that
directly
influenced
levels,
levels
negatively
impacted
strategies.
Furthermore,
demonstrated
positive
emotions
suggesting
higher
had
lower
more
effective
findings
implied
fostering
improve
mental
health
teaching
quality.
study
also
added
knowledge
role
in
interplay
depression.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
59(4)
Published: Sept. 25, 2024
ABSTRACT
The
COVID‐19
pandemic
has
significantly
altered
teaching
methodologies
by
integrating
technology
into
syllabi,
emphasising
the
crucial
role
of
teacher
well‐being
influenced
positive
psychology.
Also,
as
foremost
issues
education,
teachers’
individual
factors
should
be
considered
their
beliefs
in
capabilities
to
persist
case
difficulties
and
emotion
regulation
(ER)
have
been
underlined
literature.
Therefore,
this
study
examined
correlation
between
self‐efficacy
(TSE),
resilience
ER
among
424
Chinese
teachers.
findings
through
running
structural
equation
model
revealed
that
those
teachers
with
a
heightened
degree
TSE,
are
more
likely
better
well‐being.
Multiple
regression
analysis
indicated
TSE
explained
61%
variance
Meanwhile,
same
found
54%
51%
well‐being,
respectively.
Succinctly,
some
educational
implications
provided
for
members
attract
attention
these
constructs
technology‐enhanced
teaching.
Perceptual and Motor Skills,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Aug. 14, 2024
Teaching
for
creativity
(TfC)
has
recently
received
increased
attention
in
English-as-a-foreign-language
(EFL)
contexts.
Previous
studies
confirmed
that
TfC
links
with
achievement
emotions
(AEs)
this
context.
Additionally,
a
supportive
work
environment
(SWE)
been
shown
to
be
associated
AEs.
However,
relationships
among
all
three
variables
-
SWE,
AEs,
and
have
not
adequately
explored
EFL
contexts,
nor
the
underlying
bases
these
elucidated.
In
study,
we
adopted
mixed-methods
approach
investigate
complex
associations
between
AEs
(anxiety,
pride,
enjoyment,
anger),
as
perceived
by
441
Chinese
teachers.
Quantitative
results
revealed
four
were
significantly
correlated,
small
large
effect
sizes.
Furthermore,
collectively
mediated
relationship
SWE
our
structural
equation
model.
Qualitative
interviews
15
teachers
provided
nuanced
insights
into
possible
reasons
statistical
patterns.
We
discuss
theoretical
pedagogical
implications
of
findings
suggest
directions
future
research.
