English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation

Fan, Jia; Wang, Yongliang

doi:10.3389/fpsyg.2022.952503

Cited by 63 publications

(35 citation statements)

References 63 publications

(72 reference statements)

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“…A part of the findings evidenced that a strong correlation existed between the EFL university professors’ ER and their self-efficacy. These findings lend support to the results of the previous studies disclosing that there was the intertwined relationship between teachers’ ER and their self-efficacy (Burić et al, 2017 ; Burić et al, 2020 ; Burić & Macuka, 2017 ; Chen & Cheng, 2021 ; Fan & Wang, 2022 ). Similarly, Burić and Moè ( 2020 ) found interrelationships of teachers’ self-efficacy, pleasant emotions, and well-being, which, in turn, affect their enthusiasm.…”

Section: Discussionsupporting

confidence: 88%

“…Given that effective educational systems are made by successful teachers, factors contributing to their professional success should be carefully studied. To give an appropriate response to this necessity, different factors, such as personal factors (Derakhshan et al, 2020 ; Fathi et al, 2021a , b ), interpersonal factors (Nayernia et al, 2020 ; Pishghadam et al, 2021 ), and emotional factors (Fan & Wang, 2022 ; Namaziandost et al, 2022 ) should be studied. Previous research has shown that there is a mutual relationship between teachers’ professional success and well-being (Fan & Wang, 2022 ; Wong & Zhang, 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…To give an appropriate response to this necessity, different factors, such as personal factors (Derakhshan et al, 2020 ; Fathi et al, 2021a , b ), interpersonal factors (Nayernia et al, 2020 ; Pishghadam et al, 2021 ), and emotional factors (Fan & Wang, 2022 ; Namaziandost et al, 2022 ) should be studied. Previous research has shown that there is a mutual relationship between teachers’ professional success and well-being (Fan & Wang, 2022 ; Wong & Zhang, 2014 ). As put forward by Garg and Rastogi ( 2009 ), well-being deals with the status in which teachers are happy and satisfied in the classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

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Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger

et al. 2022

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As university professors’ emotion regulation (ER) plays a pivotal role in their efficacy, it is essential to explore if it is significantly correlated with work engagement (WE), self-efficacy, and anger at the workplace. To respond to the call, this research inspected the contributions of university professors’ ER to their WE, self-efficacy, and anger. For this purpose, a total of 278 university professors were selected using a convenience sampling method and asked to fill out Language Teacher Emotion Regulation Inventory, Engaged Teacher Scale, Teacher Sense of Efficacy Scale, and Teacher Anger Scale. A structural equation modeling was used to analyze the gathered data. Results disclosed that the participants’ ER significantly contributed to their WE and self-efficacy. Additionally, the findings documented that the participants’ ER was negatively correlated with their anger. The implications of the findings are discussed for pertinent stakeholders.

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Section: Discussionsupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger

et al. 2022

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“…Therefore, the adjustment of the associations between expectancy-value motivation and learning consequences requires the identification of the origins of expectancy and value that can be changed. It should be noted that motivation is considered a changeable, collaborative construct ( Dörnyei et al, 2015 ; Fan and Wang, 2022 ), so curriculum designers, teachers, policy-makers, and researchers can bridge the achievement gaps, driving more learners to make sustained efforts in academic situations, both in the short and long term.…”

Section: Pedagogical Implications and Suggestions For Further Researchmentioning

confidence: 99%

The implications of expectancy-value theory of motivation in language education

Wang

Xue²

2022

Front. Psychol.

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The successful performance of learners in any field of study, including a second/foreign language, is deemed as a pivotal concern in the educational system. Furthermore, the various learner variables, in particular, motivation should be taken into consideration, as a high level of motivation can yield many positive outcomes. Literature introduces the expectancy-value theory (EVT) as a recent approach to motivation, which has caught the attention of researchers. EVT as a basic and integrated paradigm helps the researchers and teachers to understand learners’ motivations and behaviors, and it has proved to be very helpful in understanding cognitive processes used by the learners, as well as their achievement. Based on this theory, successful performance, including the successful completion of the task and future aspirations, is mainly impacted by perceived expectancies regarding the outcome and value of tasks or domains. EVT can be viewed as a lens through which the aspects of motivation can be seen. This would pave the way for learners’ engagement and their achievement. EVT attaches great importance to learners’ reasonable expectations regarding the accomplishment of a goal. It also emphasizes figuring out the value of achieving the learning goal, which would enhance the motivation for L2 learning. The current review is aimed at examining how the expectancy-value motivational model impacts academic motivation, engagement, and participation in educational tasks, and learners’ academic performance.

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“…Others notice emotions through non-verbal clues including facial expression gestures, vocalics and body language (Mehrabian and Epstein, 1972). Nevertheless, sometimes these emotions are recognized incorrectly (Gregersen et al, 2017;Elahi Shirvan and Talezadeh, 2018;Fan and Wang, 2022). Therefore, it is essential to look for insightful information about the underlying mechanisms of emotion contagion in the foreign language learning context, now that we acknowledge the truth of this event.…”

Section: The Procedures Of Emotion Contagionmentioning

confidence: 99%

Are emotions contagious? A conceptual review of studies in language education

2022

Front. Psychol.

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Considering the great role those affective variables play in language learning, it seems wise to hypothesize whether teacher and learner emotions are contagious in the language classroom or not. The existing literature on emotion contagion in other fields of study accepts this hypothesis and reveals significant points about the verbal and non-verbal cues for emotion contagion in class. The present paper introduces and defines the topic and goes on with summarizing the procedure of transmitting the emotion. Then, it reviews the existing research on emotion contagion in different areas and creates a link between them and the L2 studies. It draws attention to the dearth of research on emotion contagion in the second language acquisition (SLA) domain and emphasizes the need for innovative dynamic approaches to research to explore emotion contagion in the ecology of the English as a Foreign Language (EFL) classroom. It also reviews the limited body of research in this regard in the SLA domain and shows how the significant findings can be useful for L2 educators. The findings of these studies show that more relevant studies in the future can be hoped to provide insightful remarks about how different emotions are transmitted between the teacher and students or among students in L2 classes. These studies are supposed to adopt a dynamic approach as well as a longitudinal data collection and analysis procedure. These can have implications for teacher education programs in the English language teaching (ELT) domain.

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English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation

Cited by 63 publications

References 63 publications

Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger

Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger

The implications of expectancy-value theory of motivation in language education

Are emotions contagious? A conceptual review of studies in language education

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