Psychological Capital Relates With Teacher Enjoyment: The Mediating Role of Reappraisal

Abstract

This study examined the relationship between psychological capital (PsyCap) and teacher enjoyment in the context of online teaching and investigated whether the emotion regulation (ER) strategy of reappraisal mediated their relationship. 221 Chinese university teachers were selected as the research sample through snowball sampling in an online survey. After controlling for age, gender, teaching experience, education level, time and energy input during online teaching and online teaching experience, the results showed that PsyCap and reappraisal positively influence the teachers’ online teaching enjoyment (OTE), and reappraisal significantly mediated the relationship between teachers’ PsyCap and OTE, suggesting that optimistic and resilient teachers with more self-efficacy and hope are more likely to find enjoyment during online teaching, and high PsyCap combined with the use of reappraisal leads to greater OTE. The study not only confirms the positive role of reappraisal as an emotion regulation strategy in online teaching, but also provides practical implications for the realization of enjoyable online teaching experience.

Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment

“…From the perspective of students' FLE, it indicated that ER, especially reappraisal, might play a pivotal role in determining students' enjoyment in FL learning. As reappraisal has been proven to play a mediating role which can help boost enjoyment in an online teaching context [23], this study further enriched the implication of ER theory by indicating the significance of reappraisal in determining EFL students' enjoyment. Furthermore, it indicated that from an interpersonal perspective, positive collaboration might shape students' enjoyment in an FL learning context.…”

“…Moreover, if enjoyment and anxiety are regarded as the left and right feet of learners [22], the coordination of both need to involve emotion regulation (ER) [23] and how students can boost their enjoyment during the FL learning process.…”

Longitudinal Relationship Between Psychological Capital and Anxiety in College Students: The Mediating Effect of Emotion Reregulation Strategy and Moderating Effect of Parent-Child Relationship

“… 18 Research has shown that distress from depression and anxiety symptoms can be reduced by sharing positive emotions and deflecting negative emotions; whereas deliberate suppression of positive emotions or repeated thoughts about negative emotions can increase depression and anxiety symptoms. 19 Additionally, research has found that individuals with high levels of psychological capital are more likely to reassess negative or stressful situations 20 and are less likely to engage in negative coping, which indirectly affects one’s level of psychological distress. 21 Moreover, self-efficacy and perceived stress have bidirectional reduction effects.…”