Lu Di
Education School, Huaibei Normal University, Huaibei, China.
Front Psychol. 2021 Oct 18;12:752759. doi: 10.3389/fpsyg.2021.752759. eCollection 2021.
The present review study determines to scrutinize EFL teachers' optimism and commitment and their contribution to students' academic success. Academic optimism, as a new construct, is evolving from the examination of the positive psychology (PP), societal principal, and communal school assets that affect the attainment and success of all learners. In addition, within the past decades, commitment has received a great level of consideration, principally in the domain of structural research. The straightforward perseverance of this review is to extend the concept of academic optimism to individuals, that is, to hypothesize theoretical optimism and approve the efficacy of this paradigm at the instructor level in relation to students' academic success. According to the literature review, the definitions of these constructs, namely teachers' optimism and commitment, and students' academic success, as well as empirical studies in this domain are presented. As a conclusion, this study, to some extent, promotes the educators' mindfulness about their commitment. In this respect, pedagogical implications for teachers, school principals, teacher-trainers, and future researchers are presented, and new guidelines for further research are determined.
本综述研究旨在审视英语外语教师的乐观主义和敬业精神及其对学生学业成就的贡献。学术乐观主义作为一种新的概念，正从对影响所有学习者学业成就和成功的积极心理学、社会原则及社区学校资源的研究中发展而来。此外，在过去几十年里，敬业精神受到了高度关注，主要是在结构研究领域。本综述的直接目的是将学术乐观主义的概念扩展到个体层面，即假设理论上的乐观主义，并验证这种模式在教师层面与学生学业成功相关的有效性。根据文献综述，呈现了这些概念的定义，即教师的乐观主义和敬业精神以及学生的学业成功，还介绍了该领域的实证研究。作为结论，本研究在一定程度上提高了教育工作者对其敬业精神的认识。在此方面，为教师、学校校长、教师培训师和未来的研究者提出了教学启示，并确定了进一步研究的新指导方针。
