Han Yawen, Wang Yongliang
School of Foreign Languages, Southeast University, Nanjing, China.
Center for Second Language Writing Research/School of College English Teaching and Research, Henan University, Kaifeng, China.
Front Psychol. 2021 Oct 11;12:763234. doi: 10.3389/fpsyg.2021.763234. eCollection 2021.
As the forerunners of education, teachers and their psycho-affective variables have been the focus of numerous studies in the past decades. To add to this line of inquiry, the present study aimed to scrutinize the correlation among English as a foreign language (EFL) teachers' self-efficacy, work engagement, and reflection in the context of China. To do so, three previously validated questionnaires related to each of the variables were distributed among Chinese EFL teachers with various experiences and academic degrees, and a sample of 614 completed the questionnaires. The results of Pearson's Product-moment correlation revealed that the participants' self-efficacy, work engagement, and reflection were positively correlated. Moreover, the results of regression analysis and ANOVA demonstrated that Chinese EFL teachers' self-efficacy and work engagement significantly predicted their reflection. The findings have viable takeaways for EFL teachers and teacher education programs in that they can invest more time and energy in promoting psychological factors in teaching the English language along with pedagogical issues.
作为教育的先行者，教师及其心理情感变量在过去几十年里一直是众多研究的焦点。为了进一步探究这一领域，本研究旨在审视在中国背景下，作为外语的英语（EFL）教师的自我效能感、工作投入度和反思之间的相关性。为此，向具有不同经验和学历的中国EFL教师发放了与每个变量相关的三份先前经过验证的问卷，共有614名教师完成了问卷。皮尔逊积差相关分析结果显示，参与者的自我效能感、工作投入度和反思之间呈正相关。此外，回归分析和方差分析结果表明，中国EFL教师的自我效能感和工作投入度显著预测了他们的反思。这些研究结果对EFL教师和教师教育项目具有切实可行的启示，即他们可以投入更多的时间和精力，在教授英语语言的过程中，除了教学问题之外，还要促进心理因素的发展。
