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EFL teachers' engagement: The impact of well-being and emotion regulation. Heliyon 2024; 10:e27338. [PMID: 38495144 PMCID: PMC10940932 DOI: 10.1016/j.heliyon.2024.e27338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 02/11/2024] [Accepted: 02/28/2024] [Indexed: 03/19/2024] Open
Abstract
As foreign language education is a challenging and complex activity, investigating the factors that influence English as foreign language (EFL) teachers' engagement may be an interesting area of research. In this field, teachers' engagement is considered an important factor related to people's perception of work. With the emergence of Positive Psychology (PP), and with regard to the role of constructive emotion variables in teachers' engagement, more attention was paid to the practical aspects of life, and it views well-being as a crucial concern for individuals' success. Emotion regulation (ER), as another emotional trait, is noteworthy as it aids in managing the favorable and unfavorable emotions educators commonly encounter in educational settings. Therefore, the constructs of well-being and emotion regulation and their role in the EFL setting have been highlighted. Therefore, the current study sought to assess the effects of well-being and emotion regulation in EFL teachers' engagement. To this end, 410 Chinese EFL teachers were chosen to complete three scales, namely engagement, well-being and ER. Structural Equation Modeling (SEM) was run to inspect the responses of the teachers. The results specified that both ER and well-being had significant impacts on the engagement of Chinese EFL teachers. Indeed, 65 percent of changes in the EFL educators' engagement can be predicted by their well-being, and about 73 percent can be predicted by their emotional regulation. The consequences for EFL instructors, teacher trainers, and other academic stakeholders are also presented in detail.
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Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach. Front Psychol 2023; 14:1224533. [PMID: 38115977 PMCID: PMC10728329 DOI: 10.3389/fpsyg.2023.1224533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Accepted: 11/16/2023] [Indexed: 12/21/2023] Open
Abstract
Introduction Recent research has emphasized that achievement motivation is context-sensitive and varies within individual students. Ubiquitous temporal landmarks such as exams or deadlines are evident contextual factors that could systematically explain variation in motivation. Indeed, research has consistently found that university students increase their study efforts as exams come closer in time, indicating increasing study motivation. However, changes in study motivation for a specific exam as it comes closer have rarely been investigated. Instead, research on developmental changes in expectancy and value beliefs has consistently founds that achievement motivation declines over a semester. Surprisingly, declining motivation thus apparently coincides with increasing study efforts for end-of-semester exams. Methods The present research investigates this apparent contradiction by assessing how exam-specific motivation and study behavior change under equal methodological conditions as an exam draws closer. Using parallel growth curve models, we examine changes in expectancy-value beliefs, performance approach and avoidance motivation and study behavior as well as motivational want- and should-conflicts among 96 students over eight weekly measurement points. Results and discussion Results show that students study more for their exam as it comes closer and increase their use of surface learning strategies more rapidly than their use of deep learning strategies. However, even exam-specific expectancy and attainment value beliefs decline while performance-avoidance motivation increases over time, indicating that students increasingly study out of fear to fail as exams come closer. Consistent with these findings, students' experience of should conflicts decreases while their want conflicts increase over time. We discuss several possible mechanisms underlying our findings in addition to potential theoretical consequences and suggest future research opportunities to better understand students' changes in situative motivation and study behavior in the context of temporal landmarks.
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Group differences in the emotion regulation during test-taking scale: an explanatory item response modeling approach. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03202-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Anxiety, Boredom, and Burnout Among EFL Teachers: The Mediating Role of Emotion Regulation. Front Psychol 2022; 13:842920. [PMID: 35360565 PMCID: PMC8960723 DOI: 10.3389/fpsyg.2022.842920] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Accepted: 02/17/2022] [Indexed: 11/13/2022] Open
Abstract
Teachers’ emotions are explicitly and conceptually presented as part of an educational system that affects and is affected by learner upshots, namely, learners’ self-emotions, behaviors, and cognition since educators and learners are involved in the outcomes of the school setting. English as a foreign language (EFL) educators recurrently experience emotional damages during involvement in their profession as burnout, stress, boredom, and anxiety. EFL teachers need to regulate their emotions when facing a multivariate class environment that provides each learner with undeniable uniqueness. The subject of the relationship between emotion regulation and the teacher’s emotions is receiving increasing attention in research. EFL teachers should be provided with an emotional regulation strategy to have a positive learning-instructing effect in the entire school community as fun learning activities, energetic students, enthusiastic educators, and strong relationships between the board of education. To focus on the role of teachers’ emotion on the one hand and the mediator role of emotional regulation, on the other hand, the current study endeavored to review the role of emotional regulation strategies more intensely to decrease negative emotions. Finally, some educational suggestions of the study regarding the educators’ behaviors are pinpointed.
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Typologies of Adolescent Musicians and Experiences of Performance Anxiety Among Instrumental Learners. Front Psychol 2021; 12:645993. [PMID: 34025516 PMCID: PMC8136414 DOI: 10.3389/fpsyg.2021.645993] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Accepted: 04/12/2021] [Indexed: 12/04/2022] Open
Abstract
Literature suggests that music performance anxiety (MPA) is prevalent in adolescence, a developmental period with increased likelihood of experiencing anxiety under evaluative conditions. Evidence also indicate that individuals may respond to evaluative situations in distinct ways. Factors contributing to the individuality of responses in evaluative situations (such as test taking and musical performance) are not yet fully understood. This study investigated student typologies in adolescent instrumental learners. Participants included 410 learners who completed the Young Musicians’ Performance Questionnaire. K-Means cluster analysis revealed three typologies: Cluster 1 – moderately anxious students evidencing lower levels of motivation and feeling ineffective but guarding their self-esteem; Cluster 2 – highly anxious students evidencing negative self-perceptions and being susceptible to experiencing maladaptive MPA; Cluster 3 – low anxious students evidencing high levels of motivation and confidence and inclined toward experiencing adaptive MPA. The 3-cluster solution effectiveness was validated with discriminant analysis. Significant associations between examination achievement and cluster membership revealed variations between clusters. Thematic analysis of qualitative data facilitated further understanding of their characteristics. This study adds to the body of MPA literature by exploring the different ways with which adolescent musicians interpret and respond to anxiety inducing situations. Findings have implications for clinical and educational practice.
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Longitudinal prediction of children's math anxiety from parent-child relationships. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102016] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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The effect of emotional scaffolding on language achievement and willingness to communicate by providing recast. COGENT PSYCHOLOGY 2021. [DOI: 10.1080/23311908.2021.1911093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
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Strategies to Combat Burnout During Intense Studying: Utilization of Medical Student Feedback to Alleviate Burnout in Preparation for a High Stakes Examination. HEALTH PROFESSIONS EDUCATION 2020. [DOI: 10.1016/j.hpe.2020.04.009] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
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Taking charge: Characterizing the rapid development of self-regulation through intensive training. J Health Psychol 2020; 26:2304-2319. [PMID: 32175776 DOI: 10.1177/1359105320909856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Self-regulation is widely considered as a relatively stable trait, and the extent to which it can be improved through training is unknown. This randomized controlled investigation found dramatic and enduring increases in self-regulation among college students, as measured by experience sampling, nightly journaling, and questionnaires. Participants encountered stable levels of temptations throughout the intervention but became better at resisting them over time. Increases in self-regulation were accompanied by improvements across a diversity of additional outcomes like mood, stress, focus, mindfulness, emotional regulation, and life satisfaction. Collectively, this points to higher levels of plasticity in self-regulation and wellbeing than is widely assumed.
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Do individual differences in test-takers' appraisal of admission testing compromise measurement fairness? INTELLIGENCE 2019. [DOI: 10.1016/j.intell.2019.01.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Self-regulation and STEM persistence in minority and non-minority students across the first year of college. SOCIAL PSYCHOLOGY OF EDUCATION 2018; 22:91-112. [PMID: 31798314 DOI: 10.1007/s11218-018-9465-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Psychological factors have been implicated in STEM persistence but remain poorly understood. In particular, the role of self-regulation--the cognitive, behavioral, and emotional skills that allow individuals to work efficiently toward their desired goals, especially when under stress--has received minimal attention. Psychological factors may be particularly important for persistence by underrepresented minority (URM) students, many of whom face significant barriers to success in STEM. We examined the extent to which self-regulation predicts STEM persistence in 732 STEM students and whether minority status moderated self-regulation's associations with STEM persistence. We found minimal differences in self-regulation styles between URM and nonunderrepresented minority students. Baseline cognitive-emotional self-regulation predicted intentions to persist in a science career, using alcohol and drugs to cope with stress predicted less persistence in STEM major across the year, and only URM status predicted end-of-year GPA. Minority status did not moderate these associations. Future research is needed on self-regulation skills and students' trajectories of STEM success.
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Trait and state anxiety across academic evaluative contexts: development and validation of the MTEA-12 and MSEA-12 scales. ANXIETY STRESS AND COPING 2018; 31:348-363. [PMID: 29298504 DOI: 10.1080/10615806.2017.1421948] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
BACKGROUND AND OBJECTIVES Educational measures of anxiety focus heavily on students' experiences with tests yet overlook other assessment contexts. In this research, two brief multiscale questionnaires were developed and validated to measure trait evaluation anxiety (MTEA-12) and state evaluation anxiety (MSEA-12) for use in various assessment contexts in non-clinical, educational settings. DESIGN The research included a cross-sectional analysis of self-report data using authentic assessment settings in which evaluation anxiety was measured. METHOD Instruments were tested using a validation sample of 241 first-year university students in New Zealand. Scale development included component structures for state and trait scales based on existing theoretical frameworks. RESULTS Analyses using confirmatory factor analysis and descriptive statistics indicate that the scales are reliable and structurally valid. Multivariate general linear modeling using subscales from the MTEA-12, MSEA-12, and student grades suggest adequate criterion-related validity. Initial predictive validity in which one relevant MTEA-12 factor explained between 21% and 54% of the variance in three MSEA-12 factors. CONCLUSIONS Results document MTEA-12 and MSEA-12 as reliable measures of trait and state dimensions of evaluation anxiety for test and writing contexts. Initial estimates suggest the scales as having promising validity, and recommendations for further validation are outlined.
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Using factor mixture modeling to identify dimensions of cognitive test anxiety. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.06.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Exploring the relationships between college students’ cell phone use, personality and leisure. COMPUTERS IN HUMAN BEHAVIOR 2015. [DOI: 10.1016/j.chb.2014.11.006] [Citation(s) in RCA: 111] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Incremental Validity of the Subscales of the Emotional Regulation Related to Testing Scale for Predicting Test Anxiety. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2015. [DOI: 10.1177/0829573514565626] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The Emotional Regulation Related to Testing Scale (ERT Scale) assesses strategies students use to regulate emotion related to academic testing. It has four dimensions: Cognitive Appraising Processes (CAP), Emotion-Focusing Processes (EFP), Task-Focusing Processes (TFP), and Regaining Task-Focusing Processes (RTFP). The study examined the factor structure of each dimension and the incremental validity of the ERT subscales ( N = 213 undergraduates). Confirmatory factor analysis indicated good fit for CAP and EFP dimensions. TFP and RTFP models had poor fit. The TFP dimension appears to involve a two-factor structure, which may account for why it has been observed to have low internal consistency reliability across studies. Subscales of CAP and EFP dimensions resulted in statistically significant increments in R2 after accounting for self-efficacy for learning and metacognitive self-regulation of learning. The TFP dimension and RTFP subscales did not exhibit incremental validity. The importance of assessing self-regulation of emotion and learning is emphasized.
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State test-anxiety, selective attention and concentration in university students. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2014; 50:265-71. [PMID: 25104475 DOI: 10.1002/ijop.12092] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2014] [Revised: 06/30/2014] [Accepted: 06/30/2014] [Indexed: 11/06/2022]
Abstract
The principal aim of this study was to assess the level of selective attention and mental concentration before exams in a sample of university students and to determine a possible relationship between anxiety and reduction of levels of attention in this circumstance. A total of 403 university students, 176 men and 227 women, aged from 18 to 46 years, participated in the study. Of them, 169 were first-year undergraduates, 118 were second to fourth-year undergraduates and 116 were postgraduate Master's degree students. All of them completed the Spanish version of the Spielberger State-Anxiety Inventory and the D2 Attention Test just before taking an exam. Our results showed that participants with lower levels of anxiety had higher levels of selective attention and mental concentration before the exam. These results specifically indicate that when anxiety levels are very high, this could over-activate the orientating and alerting functions and to reduce the capacity of attentional control. These processes could have a negative impact on specific attentional processes and become a negative influence on performance in exams.
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Affect Regulation During Learning: The Enhancing Effect of Cognitive Reappraisal. APPLIED COGNITIVE PSYCHOLOGY 2014. [DOI: 10.1002/acp.3049] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Developmental Trends in Emotion Regulation: A Systematic Review with Implications for Community Mental Health. ACTA ACUST UNITED AC 2014. [DOI: 10.7870/cjcmh-2014-004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The ability to regulate how emotions are experienced is central to psychological well-being. Developmental changes in emotion regulation (ER) strategies are unclear in the literature. Thus, a systematic review of the research literature was conducted in order to (a) describe normative ER development across childhood, adolescence, and emerging adulthood, (b) describe the patterns and processes of specific ER strategies, and (c) identify and describe the influence of specific individual factors on ER. Fifty-five studies were identified that examined key ER strategies across development. The findings highlight the importance of facilitating adaptive ER strategies among children and youth.
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Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. MOTIVATION AND EMOTION 2013. [DOI: 10.1007/s11031-012-9335-0] [Citation(s) in RCA: 118] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Simulation Decreases Nursing Student Anxiety Prior to Communication With Mentally Ill Patients. Clin Simul Nurs 2013. [DOI: 10.1016/j.ecns.2011.07.003] [Citation(s) in RCA: 62] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Clustering of temperamental and cognitive risk factors for anxiety in a college sample of late adolescents. ANXIETY, STRESS, AND COPING 2012; 26:411-430. [PMID: 22612321 DOI: 10.1080/10615806.2012.684240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Temperamental vulnerabilities (e.g., behavioral inhibition, anxiety sensitivity) and cognitive biases (e.g., interpretive and judgment biases) may exacerbate feelings of stress and anxiety, particularly among late adolescents during the early years of college. The goal of the present study was to apply person-centered analyses to explore possible heterogeneity in the patterns of these four risk factors in late adolescence, and to examine associations with several anxiety outcomes (i.e., worry, anxiety symptoms, and trait anxiety). Cluster analyses in a college sample of 855 late adolescents revealed a Low-Risk group, along with four reliable clusters with distinct profiles of risk factors and anxiety outcomes (Inhibited, Sensitive, Cognitively-Biased, and Multi-Risk). Of the risk profiles, Multi-Risk youth experienced the highest levels of anxiety outcomes, whereas Inhibited youth experienced the lowest levels of anxiety outcomes. Sensitive and Cognitively-Biased youth experienced comparable levels of anxiety-related outcomes, despite different constellations of risk factors. Implications for interventions and future research are discussed.
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The Influence of Anger on Ethical Decision Making: Comparison of a Primary and Secondary Appraisal. ETHICS & BEHAVIOR 2011. [DOI: 10.1080/10508422.2011.604295] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers. EDUCATIONAL PSYCHOLOGY REVIEW 2009. [DOI: 10.1007/s10648-009-9106-y] [Citation(s) in RCA: 540] [Impact Index Per Article: 36.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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