Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach

Bing, Hang; Sadjadi, Bakhtiar; Afzali, Maryam; Fathi, Jalil

doi:10.3389/fpsyg.2022.900417

Cited by 34 publications

(31 citation statements)

References 84 publications

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“…In addition, the interpersonal relationship among social factors also has an important impact on self-efficacy. Bing et al (2022) confirmed that emotional regulation self-efficacy has a significant predictive effect on academic achievements. Buriæ and Macuka (2018) shows that there is a significant correlation between teachers’ emotions, self-efficacy, and work commitment.…”

Section: Introductionsupporting

confidence: 52%

Exploring psychological resilience of entrepreneurial college students for post-pandemic pedagogy: The mediating role of self-efficacy

et al. 2022

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The psychological impact of the COVID-19 epidemic on college students is an important topic. With the entry of the post-epidemic era, how universities can better improve students’ psychological resilience in teaching is the research topic of this article. In the form of a questionnaire survey, some entrepreneurial college students investigated the loneliness and psychological resilience of college students after the outbreak of the epidemic and explored the role of self-efficacy in it. The data is collected online through cooperation with an entrepreneurial event, and the participating students are asked for background information such as colleges, grade, and majors. After collecting this information, they answered a series of simplified scale questions about loneliness, self-efficacy, and psychological resilience. In the end, a total of 200 questionnaires from different universities were collected, and the structural equation model was used to explore the role of self-efficacy. The results show that: loneliness has a significant negative effect on Self-efficacy, β = -0.292, p < 0.001; Self-efficacy has a significant positive effect on psychological resilience, β = 0.556, p < 0.0 01; loneliness has a significant negative effect on psychological resilience, β = -0.244, p < 0.01. Self-Efficacy has a significant intermediate effect in loneliness and psychological resilience, with an effective value of -0.111 and p < 0.01. The results show that this exploratory survey finds it important to provide targeted personal self-efficacy improvement activities for college students with a strong sense of loneliness and to combine school and family education organically to help college students form a healthy and upward mentality to better cope with the unknown and troubles caused by the epidemic, which will help improve the psychological resilience of college students in the epidemic.

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Section: Introductionsupporting

confidence: 52%

Exploring psychological resilience of entrepreneurial college students for post-pandemic pedagogy: The mediating role of self-efficacy

et al. 2022

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“…So far, a plethora of investigations has been implemented on emotion regulation and its possible academic outcomes (e.g., Braun et al, 2020 ; Chang, 2020 ; Han et al, 2020 ; Bing et al, 2022 , among others). In their study, Han et al (2020) evaluated the effects of instructors’ emotion regulation on their well-being.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Fan

Wang

2022

Front. Psychol.

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Given the significance of teachers’ professional success in the adequacy of education, exploring the determinants of this variable appears crucial. To address this need, this inquiry inspected the role of well-being and emotion regulation in Chinese EFL teachers’ professional success. For this purpose, 357 Chinese EFL teachers were selected to answer three pre-designed questionnaires. Structural equation modeling (SEM) using Smart-PLS was implemented to analyze teacher participants’ responses. The structural model revealed a strong, favorable connection between well-being, emotion regulation, and professional success. The model also demonstrated that both well-being and emotion regulation were highly influential in Chinese EFL teachers’ professional success. The potential implications for EFL teachers, teacher educators, and educational authorities are further discussed.

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“…There is a growing body of empirical work that is aiding the understanding of language teachers" psychological conditions and what can be done to support teachers. Additionally, by regulating and maintaining their emotion, it is also helps EFL teachers to overcome burnout (Bing et al, 2022). Moreover, when a teacher is future-oriented and optimistic in teaching, it will help to direct the learners" mindsets and positive growth of their language skills as they approach the language with a sense of optimism for the future and a developing sense of competence (Dornyei, 2005).…”

Section: Well-beingmentioning

confidence: 99%

Positive Psychology to Flourish Professional Well-being: A Qualitative Study of Indonesian English Teachers’ Perspective

Nadlifah

Setiawan

Munir

2023

jees

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A qualitative study has been conducted to explore and encourage Indonesian EFL teachers’ professional well-being using positive psychology. It used thematic analysis approach to scrutinize participants’ well-being and their perception of PP toward their teaching practices during the covid 19 outbreak. By having 4 participants, CATI (Computer Assisted-telephone Interview) was administered to do a semi structured interview since the mobilization was still low during the pandemic. The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses to flourish their professional well-being. The results highlight that some elements of PERMA such as accomplishments and meaningfulness are not obtained yet since the participants are still in the process of achieving their most significant goals in their teaching career. Nevertheless, the other three elements, namely, positive emotion, engagement and relationship depicted clearly that all of them are stronger predictors in fulfilling their professional well being. Moreover, the distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being. Thus, it is underlined that an EFL teacher’s professional well-being is not only acknowledged as a personal and subjective occurrence, but it is also influenced by collective and social phenomena in the EFL teacher’s teaching environment. Implications and profound understandings were discussed in this study.

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Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach

Cited by 34 publications

References 84 publications

Exploring psychological resilience of entrepreneurial college students for post-pandemic pedagogy: The mediating role of self-efficacy

Exploring psychological resilience of entrepreneurial college students for post-pandemic pedagogy: The mediating role of self-efficacy

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

Positive Psychology to Flourish Professional Well-being: A Qualitative Study of Indonesian English Teachers’ Perspective

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