{"title":"建立中国英语教师抗挫折能力、情绪调节和心理健康之间相互作用的模型:自我效能感的中介作用","authors":"Ran Zhi, Ali Derakhshan","doi":"10.1111/ejed.12643","DOIUrl":null,"url":null,"abstract":"<p>With the rise of positive psychology (PP) in 1954 and its flowering in the last decade of the 20th century, the focus of psychological and educational studies has shifted from examining negative health-related outcomes to their positive counterparts. In line with this new research agenda, several L2 researchers have studied different positive health-related outcomes and their predictors among language teachers. Few language studies, however, have been dedicated to examining language teachers' psychological well-being and its potential predictors. To bridge the lacuna, the current research tried to evaluate the role of emotion regulation and resilience in predicting Chinese EFL teachers' psychological well-being. This research also strived to find out whether perceived self-efficacy could mediate the interaction between psychological well-being, emotion regulation and resilience. For this purpose, 430 English teachers recruited from Chinese EFL classes were asked to respond to four closed-ended questionnaires. The analysis outcomes exhibited strong and positive associations between resilience, emotion regulation and psychological well-being. The results also divulged that the psychological well-being of English language teachers could be meaningfully predicted by their emotion regulation ability and resilience. Additionally, the results indicated that the association between Chinese English teachers' resilience, emotion regulation ability and psychological well-being could be significantly mediated by their self-efficacy beliefs. These outcomes may have some useful and instructive implications for educational principals and teacher trainers.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Modelling the interplay between resilience, emotion regulation and psychological well-being among Chinese English language teachers: The mediating role of self-efficacy beliefs\",\"authors\":\"Ran Zhi, Ali Derakhshan\",\"doi\":\"10.1111/ejed.12643\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>With the rise of positive psychology (PP) in 1954 and its flowering in the last decade of the 20th century, the focus of psychological and educational studies has shifted from examining negative health-related outcomes to their positive counterparts. In line with this new research agenda, several L2 researchers have studied different positive health-related outcomes and their predictors among language teachers. Few language studies, however, have been dedicated to examining language teachers' psychological well-being and its potential predictors. To bridge the lacuna, the current research tried to evaluate the role of emotion regulation and resilience in predicting Chinese EFL teachers' psychological well-being. This research also strived to find out whether perceived self-efficacy could mediate the interaction between psychological well-being, emotion regulation and resilience. For this purpose, 430 English teachers recruited from Chinese EFL classes were asked to respond to four closed-ended questionnaires. The analysis outcomes exhibited strong and positive associations between resilience, emotion regulation and psychological well-being. The results also divulged that the psychological well-being of English language teachers could be meaningfully predicted by their emotion regulation ability and resilience. Additionally, the results indicated that the association between Chinese English teachers' resilience, emotion regulation ability and psychological well-being could be significantly mediated by their self-efficacy beliefs. These outcomes may have some useful and instructive implications for educational principals and teacher trainers.</p>\",\"PeriodicalId\":47585,\"journal\":{\"name\":\"European Journal of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-03-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ejed.12643\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ejed.12643","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Modelling the interplay between resilience, emotion regulation and psychological well-being among Chinese English language teachers: The mediating role of self-efficacy beliefs
With the rise of positive psychology (PP) in 1954 and its flowering in the last decade of the 20th century, the focus of psychological and educational studies has shifted from examining negative health-related outcomes to their positive counterparts. In line with this new research agenda, several L2 researchers have studied different positive health-related outcomes and their predictors among language teachers. Few language studies, however, have been dedicated to examining language teachers' psychological well-being and its potential predictors. To bridge the lacuna, the current research tried to evaluate the role of emotion regulation and resilience in predicting Chinese EFL teachers' psychological well-being. This research also strived to find out whether perceived self-efficacy could mediate the interaction between psychological well-being, emotion regulation and resilience. For this purpose, 430 English teachers recruited from Chinese EFL classes were asked to respond to four closed-ended questionnaires. The analysis outcomes exhibited strong and positive associations between resilience, emotion regulation and psychological well-being. The results also divulged that the psychological well-being of English language teachers could be meaningfully predicted by their emotion regulation ability and resilience. Additionally, the results indicated that the association between Chinese English teachers' resilience, emotion regulation ability and psychological well-being could be significantly mediated by their self-efficacy beliefs. These outcomes may have some useful and instructive implications for educational principals and teacher trainers.
期刊介绍:
The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.