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

Xi-yun, Shen; Fathi, Jalil; Shirbagi, Naser; Mohammaddokht, Farnoosh

doi:10.3389/fpsyg.2022.904151

Cited by 53 publications

(45 citation statements)

References 83 publications

(116 reference statements)

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“…Similarly, Chen (2018) confirmed that teacher efficacy is positively associated with their emotions. This finding is in accord with those of Fathi et al (2020) , Heydarnejad et al (2021a) , Liu H. et al (2021) , and Amirian et al (2022) as well as Xiyun et al (2022) . Additionally, Cansoy et al (2020) and Zheng et al (2022) confirmed that teacher emotional wellbeing and self-efficacy beliefs are interrelated.…”

Section: Discussionsupporting

confidence: 93%

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers

Deng

Heydarnejad²,

Farhangi³

et al. 2022

Front. Psychol.

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Due to the potent role of teachers’ emotion regulation in effective teaching, it seems essential to see how emotion regulation can contribute to other relevant teaching constructs. In this regard, the present study is intended to probe into the causal relationship among teacher emotion regulation, self-efficacy beliefs, engagement, and anger. In so doing, the Language Teacher Emotion Regulation Inventory (LTERI), The Teacher Sense of Efficacy Scale (TSES), The Engaged Teacher Scale (ETS), and The Teacher Anger Scale (TAS) were administered to 581 English as a Foreign Language (EFL) teachers in Iran. To gauge the causal relationships among the variables, confirmatory factor analysis (CFA) and structural equation modeling (SEM) using LISREL 8.80 were conducted. The results indicated that language teacher emotion regulation could positively and significantly predict teachers’ self-efficacy beliefs and engagement at work. Moreover, the influence of language teacher emotion regulation on the teacher’s anger is significantly negative. That is, the stronger emotion regulation is implemented the better teachers can manage their anger. The implications of this study may uncover new prospects for effective teaching, especially during the COVID-19 pandemic.

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Section: Discussionsupporting

confidence: 93%

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers

Deng

Heydarnejad²,

Farhangi³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…That is to say, the levels of teacher efficacy positively correlate with increased ER among EFL university professors. This result corroborates with those of Heydarnejad et al (2021a) and Xiyun et al (2022) , as well as Fathi et al (2020) . Moreover, the findings from Zee and Koomen (2016) and Cansoy et al (2020) evinced that teacher self-efficacy and their psychological wellbeing are interwoven.…”

Section: Discussionsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 95%

“…The negative relationship between ER and burnout was also confirmed by this study. Parallel with this line of inquiry, the mediator roles of teacher self-efficacy and ER on psychological wellbeing in an EFL context was concluded (Xiyun et al, 2022(Xiyun et al, ). 10.3389/fpsyg.2022 Teacher self-efficacy Self-efficacy refers to individuals' impressions about their abilities to execute behaviors, leading to specific achievements (Bandura, 1982).…”

Section: Teacher Emotion Regulationmentioning

confidence: 97%

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Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

2022

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Teaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers, in particular university professors, little is known about how it interacts with two other important constructs, i.e., self-efficacy and L2 grit. Furthermore, the effect of ER on L2 teacher grit has not been sufficiently investigated. To fill this gap, the current study was to test a structural model of English as a Foreign Language (EFL) university professors’ ER, self-efficacy, and L2 grit. The participants were 356 Iranian EFL university professors who completed the Language Teacher Emotion Regulation Inventory (LTERI), the Teacher Sense of Efficacy Scale (TSES), and the L2-Teacher Grit Scale (L2TGS). The results of Structural Equation Modeling (SEM) revealed that ER and self-efficacy were strong predictors of L2 grit. Moreover, the significant role of self-efficacy on ER was discovered. The implications of this study may foster effective teaching in higher education, particularly during the COVID-19 pandemic and its impacts on education.

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“…The study was conducted in a stratified random sample of 353 undergraduates in 4 years from 2 comprehensive universities in Beijing ( Manasia and Macovei, 2020 ). In one study, a stratified random sample of 353 undergraduates in 4 years was selected from two comprehensive universities in Beijing, and the study showed that there was a significant correlation between college students’ achievement motivation and subjective well-being index ( Xiyun et al, 2022 ).…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

Assessing the determinants of teachers’ job happiness in the private universities

Chen

Ren²,

Liu³

2022

Front. Psychol.

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Teachers’ job happiness in private universities is an important element for the healthy and orderly development of universities and an inevitable requirement for the construction of university faculty, and it has become a hot topic of research in the field of private higher education at present. However, there is still a lack of empirical studies on the factors influencing job happiness in private universities. This study constructs a theoretical model between professional identity, job competence, professional motivation, professional prospects, perceived fairness, job achievements and job happiness, and explores the specific drivers of teachers’ job happiness in private universities based on empirical research. The results of the data analysis showed that professional identity, job competence, professional prospects, perceived fairness, job achievements, and professional motivation all had significant effects on teachers’ job happiness, and the effects were decreasing. This study examined the effects of job happiness in practice in private universities, which helped private universities to enhance teachers’ professional identity, strengthen organizational support for teacher development, promote teachers’ teaching ability, improve job competence, and build a developmental teacher evaluation mechanism.

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

Cited by 53 publications

References 83 publications

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

Assessing the determinants of teachers’ job happiness in the private universities

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