Exploring the Interplay Between Teachers' Emotions, Personal Traits, Environmental Factors and Psychological Well‐Being DOI Open Access
Tong Qin

European Journal of Education, Год журнала: 2024, Номер unknown

Опубликована: Дек. 31, 2024

ABSTRACT Elevated stress levels among teachers are linked to both physical and mental health issues, which in turn affect their job performance. In addition, Teachers' ability regulate emotions influences instructional effectiveness well‐being. Moreover, psychological well‐being is crucial for teachers' satisfaction success, influenced by factors like burnout personality traits external circumstances impact performance, affecting professional trajectory. Understanding these dynamics holistically essential fostering teacher enhancing the classroom; therefore, this study explores intricate connections between various influencing success. To collect data, researchers used four questionnaires: environmental factor, Big Five traits, emotion questionnaires. Rigorous SEM analysis was employed discern direct indirect of emotions, personal on The findings revel that significantly predict suggests incorporating emotional regulation training into development can equip with skills navigate challenging situations, thereby establishing work environments recognise support address needs foster a positive atmosphere conducive growth.

Язык: Английский

From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context DOI Open Access
Ziwen Pan, Yongliang Wang

European Journal of Education, Год журнала: 2025, Номер 60(1), С. 1 - 16

Опубликована: Янв. 27, 2025

ABSTRACT Artificial Intelligence (AI) literacy has come to the spotlight, empowering individuals adeptly navigate modern digitalised world. However, studies on teacher AI in English as a Foreign Language (EFL) context remain limited. This study aims identify intraindividual differences and examine its associations with age years of teaching experience among 782 teachers. Given absence reliable instrument measure literacy, we first constructed validated scale encompassing five sub‐scales: Knowledge , Use Assessment Design Ethics . Subsequently, latent profile analysis (LPA) was conducted using Mplus 7.4, results revealing four distinct profiles: Poor (C1: 12.1%), Moderate (C2: 45.5%), Good (C3: 28.4%), Excellent (C4: 14.1%). Multinomial logistic regression analyses indicated significant between both experience. Additionally, 32 respondents participated semi‐structured interviews. The qualitative data analysed MAXQDA 2022 triangulated quantitative offered deeper insights into teachers’ perceptions their literacy. provides theoretical practical implications for understanding Chinese EFL context.

Язык: Английский

Процитировано

3
The Mediating Roles of Resilience and Flow in Linking Basic Psychological Needs to Tertiary EFL Learners’ Engagement in the Informal Digital Learning of English: A Mixed-Methods Study DOI Creative Commons
Yang Gao, Xiaochen Wang, Barry Lee Reynolds

и другие.

Behavioral Sciences, Год журнала: 2025, Номер 15(1), С. 85 - 85

Опубликована: Янв. 18, 2025

Resilience and flow are crucial in language education, yet most research focuses on formal learning environments, with limited studies their impact informal settings. This study explores the relationship between basic psychological needs engagement context of digital English (IDLE). Using a mixed-methods design, data were collected from 512 Chinese EFL learners. Structural equation modeling NVivo analysis applied to quantitative qualitative data, respectively. The findings reveal that resilience fully mediates engagement, serving as an adaptability enhancer, persistence promoter, stress buffer, self-efficacy builder, emotional regulation facilitator. Conversely, partially this relationship, though perceived competence does not significantly predict context. Building this, contributes intrinsic motivation driver, positive cycle creator, external pressure mitigator, efficiency enhancer. underscores important role IDLE among university students. By highlighting these mediating roles, provides valuable insights for enhancing effectiveness experiences, contributing broader discourse education age.

Язык: Английский

Процитировано

2
Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement DOI
Robert Kirkpatrick, Yongliang Wang, Ali Derakhshan

и другие.

Journal of Multilingual and Multicultural Development, Год журнала: 2025, Номер unknown, С. 1 - 20

Опубликована: Фев. 3, 2025

Язык: Английский

Процитировано

1
Primary School Students' Perceptions of Artificial Intelligence: Metaphor and Drawing Analysis DOI Creative Commons
Jale Kalemkuş, Fatih Kalemkuş

European Journal of Education, Год журнала: 2025, Номер 60(1)

Опубликована: Янв. 27, 2025

ABSTRACT Due to the frequent use of artificial intelligence (AI) technologies in daily life, it is thought that primary school students acquire information about this concept from various sources. The way these sources present AI may affect students' perceptions AI. In study, was aimed examine third and fourth grade through metaphors drawings. This research, which conducted with participation 262 students, phenomenological design. When participants were analysed, determined they produced 100 metaphors, evaluated 17 categories as humanistic feature, source, danger, development, superhuman service, source happiness, productivity, orientation, commitment, pervasiveness, necessity, security, speed, difficulty, virtual environment uncertainty. Accordingly, many different perspectives most danger. It human, brain living prominent human characteristic category; teacher, wise book finally, enemy, weapon monster danger category. drawing findings 37 codes represented four categories: purpose, object, interaction environment. purpose category, information, happiness; object mostly humanoid robot; emphasising interaction; not specified. line obtained, literature discussions made suggestions made.

Язык: Английский

Процитировано

0
Unlocking Foreign Language Enjoyment in GenAI-Assisted English Learning: A Q-Methodology Perspective from Chinese EFL Students DOI Creative Commons
Yang Gao, Quan Quan

Research Square (Research Square), Год журнала: 2025, Номер unknown

Опубликована: Янв. 30, 2025

Abstract This study employs Q methodology to investigate Chinese EFL students' foreign language enjoyment in GenAI-assisted English learning environments. Through Q-sorting and follow-up written responses from university students, this research identified three distinct patterns: (1) Instrumental Support Orientation, characterized by derived GenAI's immediate assistance error correction features, but showing limited engagement with deeper processes; (2) Independent Learning Achievement, reflecting high satisfaction autonomous goal attainment efficiency while demonstrating resistance peer interaction collaborative learning; (3) Learning Feature Exploration, emphasizing through experimenting various GenAI functionalities expressing significant skepticism about outcomes anxiety reduction. These findings extend our understanding of FLE technology-enhanced revealing how learners experience different pathways interaction.

Язык: Английский

Процитировано

0
Unveiling AI literacy in K-12 education: a systematic literature review of empirical research DOI
Qihua Tan, Xin Tang

Interactive Learning Environments, Год журнала: 2025, Номер unknown, С. 1 - 17

Опубликована: Март 28, 2025

Язык: Английский

Процитировано

0
Analysis of influencing factors on teachers' AI literacy under the SOR framework: An empirical study based on PLS-SEM and fsQCA DOI
Yimin Ning,

Hanyi Zheng,

Hsin‐Kai Wu

и другие.

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Март 31, 2025

Язык: Английский

Процитировано

0
An introduction to the special issue on the applications of positive psychology in educational environments: Teachers’ and students’ psychological states in the spotlight DOI
Ali Derakhshan, Dariusz Doliński, Yongliang Wang

и другие.

Learning and Motivation, Год журнала: 2025, Номер unknown, С. 102116 - 102116

Опубликована: Март 1, 2025

Язык: Английский

Процитировано

0
AI-powered personalized learning: Enhancing self-efficacy, motivation, and digital literacy in adult education through expectancy-value theory DOI
Wenwen Lyu,

Zarina Abdul Salam

Learning and Motivation, Год журнала: 2025, Номер 90, С. 102129 - 102129

Опубликована: Апрель 15, 2025

Язык: Английский

Процитировано

0
Unpacking Beliefs and Engagement in AI‐Assisted Chinese Learning: A Latent Profile Analysis of Malaysian Chinese as a Foreign Language Learners DOI
Xiuwen Zhai, Chen Wu

European Journal of Education, Год журнала: 2025, Номер 60(2)

Опубликована: Апрель 16, 2025

ABSTRACT Artificial intelligence (AI) has profoundly impacted education, yet its influence on Chinese language education remains underexplored. This study investigates the distinct latent profiles of as a foreign learners in Malaysia regarding their beliefs and engagement AI‐assisted learning. Using profile analysis, three were identified: Enthusiastic but Limited Belief, Moderate Belief Engagement, Strong Engagement. Chi‐square analyses revealed significant demographic differences across these groups gender, AI learning experience, frequency, trust levels tools. These findings provide insights into diverse learner emphasise importance addressing specific needs each group to optimise environments.

Язык: Английский

Процитировано

0