论英语外语/英语作为第二语言教师的情绪调节在学生学业参与中的作用。
On the Role of EFL/ESL Teachers' Emotion Regulation in Students' Academic Engagement.
作者信息
Wang Fang, Ye Zhi
机构信息
College of Public Education, Zhejiang Institute of Economics and Trade, Hangzhou, China.
School of Marxism, Zhejiang Police College, Hangzhou, China.
出版信息
Front Psychol. 2021 Oct 6;12:758860. doi: 10.3389/fpsyg.2021.758860. eCollection 2021.
Abstract
Considering the pivotal role of students' academic engagement in their success, discovering the intrinsic and extrinsic factors that inspire students to engage in class activities seems crucial. Notwithstanding, only a few empirical studies have been devoted to teachers' personal factors such as emotion regulation and their predictive function. Further, to our knowledge, no theoretical or systematic review study has been conducted on the association between teacher emotion regulation and student academic engagement. The current review study seeks to fill these lacunas by illustrating English as a foreign language (EFL) or English as a second language (ESL) teachers' emotion regulation and its' capability to enhance students' academic engagement. Using the existing evidence, the power of ESL/EFL teachers' emotion regulation in predicting their pupils' academic engagement was proved. The findings' educational implications are further discussed.
摘要
鉴于学生的学业参与度对其学业成功起着关键作用，探寻激发学生参与课堂活动的内在和外在因素显得至关重要。尽管如此，仅有少数实证研究关注教师的个人因素，如情绪调节及其预测功能。此外，据我们所知，尚未有关于教师情绪调节与学生学业参与度之间关联的理论或系统综述研究。当前的综述研究旨在通过阐述外语（EFL）或第二语言（ESL）教师的情绪调节及其提升学生学业参与度的能力来填补这些空白。利用现有证据，证实了ESL/EFL教师情绪调节在预测学生学业参与度方面的作用。文中还进一步讨论了这些研究结果的教育意义。
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