Modelling the interaction between EFL teachers' personality traits, emotion regulation strategies, and teachers' depression: A structural equation approach

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.

Language: Английский

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Chinese EFL Teachers’ Perceptions of Positive Emotionality and Emotion Regulation Strategies: A Qualitative Study

The Asia-Pacific Education Researcher, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 14, 2024

Language: Английский

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Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship

International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 24, 2024

Abstract Teachers play a critical role in fostering students’ creativity, especially English as foreign language (EFL) classes, known teaching for creativity (TfC). Despite this, no comprehensive study has explored how the work environment influences EFL teachers’ TfC. Therefore, this investigates various holistic factors affect TfC among Chinese teachers. Drawing on dynamic componential model of employs mixed‐methods approach, combining quantitative data from survey 406 teachers analyzed using partial least squares structural equation modeling Smart PLS 3, and qualitative insights semi‐structured interviews with 20 MAXQDA 2022. The results reveal that perceived climate peer group interaction positively significantly impact TfC, whereas supervisory relationship (SR) does not show significant effects. findings validate these outcomes offer deeper into PC PGI specifically facilitate or impede alongside explanations non‐significant SR. Additionally, analysis identifies another influential factor TfC: teacher–student interaction. These carry theoretical practical implications teacher educators professional development

Language: Английский

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Unpacking the Dynamics of AI-Based Language Learning: Flow, Grit, and Resilience in Chinese EFL Contexts

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(9), P. 838 - 838

Published: Sept. 19, 2024

Artificial intelligence and positive psychology play crucial roles in education, yet there is limited research on how these psychological factors influence learners' use of AI, particularly language education. Grounded self-determination theory, this study investigates the influencing Chinese English intention to AI for learning. Utilizing structural equation modeling, examines mediating grit, flow, resilience relationship between basic needs AI. Data were analyzed using AMOS 26 SPSS 26. The findings reveal that mediate adopt tools This provides valuable insights into educational environments can be designed fulfill needs, thereby fostering greater engagement acceptance

Language: Английский

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The role of STEM teachers' emotional intelligence and psychological well-being in predicting their artificial intelligence literacy

Acta Psychologica, Journal Year: 2025, Volume and Issue: 253, P. 104708 - 104708

Published: Jan. 14, 2025

Language: Английский

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Chinese English as a Foreign Language College Students’ Emotional Intelligence and Willingness to Communicate: A Latent Profile Analysis

Perceptual and Motor Skills, Journal Year: 2025, Volume and Issue: 132(1), P. 119 - 143

Published: Feb. 1, 2025

In language learning, communication is essential, where learners’ desire and willingness to interact with others are significant in honing their capabilities alongside other necessary competencies. There many factors that influence students’ communicate (WTC), among which the correlation between emotional intelligence WTC still needs be further researched. To investigate profiles of Chinese EFL college students examine different levels communicate, we recruited 476 English as a foreign (EFL) learners across 11 provinces complete our questionnaire. Through latent profile analysis (LPA) one way variance, found there were four EI students: Emotionally Challenged (EC), Struggling (ES), Average (EA), Proficient (EP), most (63%) fell into EA profile. The EC (17%) was second largest We also each had unique characteristics, dimensions including, speaking, reading, writing, comprehension. Notably, demonstrated lowest level profiles, whereas EP displayed highest overall level. These findings meaningful for comprehending within learning environments, they provide valuable insights educators address diverse enhance WTC.

Language: Английский

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Exploring Chinese EFL Teachers’ Perceptions About the Contribution of Positive Classroom Climate to Their Professional Vitality and Creativity: A Qualitative Study

International Journal of Applied Linguistics, Journal Year: 2025, Volume and Issue: unknown

Published: March 5, 2025

ABSTRACT The role of classroom climate and atmosphere in second/foreign language (L2) teaching has been highlighted recent studies. However, the contribution positive (PCC) to teacher emotions practices overlooked. To fill this gap, present qualitative study examined perceptions 21 Chinese EFL (English as a foreign language) teachers about PCC their professional vitality creativity L2 teaching. results interview data analysis demonstrated that could contribute both constructs different ways. It led by “generating emotions/outcomes,” “fostering growth,” “improving quality/effectiveness,” teacher–student rapport,” “reducing negative emotions.” Furthermore, was fostered “inspiring confidence be innovative,” independent thinking ability,” “creating safe space for seeking novelty,” “promoting flexibility adaptability,” “encouraging knowledge update.” findings are explained, implications listed researching considering emotionality education settings.

Language: Английский

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The Interplay of Emotion Regulation, Resilience, and Teacher Identity: A Structural Equation Modeling Study of Chinese Middle School English Teachers

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: April 7, 2025

ABSTRACT Understanding the psychological factors that contribute to teacher identity is crucial for developing effective training and support programs. However, there a notable lack of research focusing on context Chinese English teachers. This study, grounded in Social Cognitive Theory, employed structural equation model examine how emotion regulation resilience predict formation among 302 middle school The findings revealed both significantly predicted identity, with playing more role. By emphasizing significant impact resilience, this study offers practical insights policymakers educators enhance retention optimize professional development

Language: Английский

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The Relationships Between Burnout, Job Satisfaction, and Emotion Regulation Among Foreign Language Teachers: A Meta-Analytic Review

Acta Psychologica, Journal Year: 2024, Volume and Issue: 250, P. 104545 - 104545

Published: Oct. 1, 2024

Language: Английский

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Exploring the causes, consequences, and solutions of Chinese EFL teachers' psychological ill‐being: A qualitative investigation

European Journal of Education, Journal Year: 2024, Volume and Issue: 59(4)

Published: Aug. 19, 2024

Abstract Teachers' psycho‐affective states are considerably reported to play a vital role in English as foreign language (EFL) education. However, the overall mechanism, realization, and representation of teachers' psychological ill‐being (PIB) have been widely kept under shadow well‐being. To fill this gap, qualitative investigation examined 46 Chinese EFL perceptions about causes, outcomes solutions PIB. The results thematic analysis revealed that PIB was caused by different personal, interpersonal, professional, task, student contextual factors among teachers. More specifically, emerged out “heavy workload pressure”, “mental physical exhaustion”, “unrelated tasks teaching”, “students' classroom behavior performance”, “unfriendly school climate”, “poor interpersonal relationships with colleagues” “social cultural environment”. findings also indicated led such “reducing teaching quality”, “creating negative emotions”, “causing mental health problems”, “leading burnout” “hurting students' feeling learning rate”. solve aversive state, participants suggested techniques workload”, “learning emotion regulation strategies”, “establishing positive classroom/school “offering teacher training courses”, “providing support facilities for teachers”, “increasing salary” “reading books”. A discussion implications teachers, educators policy‐makers is provided enhance their emotional literacy competency regarding teacher‐related emotions L2 teaching.

Language: Английский

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