Wang Yabing, Wang Yangyu
Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China.
School of English Education, Guangdong University of Foreign Studies, Guangzhou, China.
Front Psychol. 2022 Jun 28;13:913638. doi: 10.3389/fpsyg.2022.913638. eCollection 2022.
The importance of teachers' affective, cognitive, and motivational factors in students' academic achievement and well-being has been widely acknowledged. These factors are of great relevance, especially in the foreign language learning context wherein interaction between teachers and students is frequent and varies in forms. Though abundant evidence points to the high prevalence and risky factors of burnout among such a group, the extant literature lacks a quantitative synthesis of the interrelationship between emotional intelligence (EI), self-efficacy (SE), and burnout among them. This study aims to fill this research gap. The current meta-analysis is based on 42 independent samples with the experiences of 5,665 teachers reviewed. Results demonstrated moderate to large meta-correlations between these three constructs in the expected directions. EI and SE are positively correlated with each other, but negatively correlated with burnout. Moderation analysis also provides exploratory insights into the effects. Implications and future directions are also discussed.
教师的情感、认知和动机因素对学生学业成绩和幸福感的重要性已得到广泛认可。这些因素具有重大意义，尤其是在外语学习环境中，师生之间互动频繁且形式多样。尽管大量证据表明该群体职业倦怠的高发生率和风险因素，但现有文献缺乏对他们的情商（EI）、自我效能感（SE）和职业倦怠之间相互关系的定量综合分析。本研究旨在填补这一研究空白。当前的元分析基于42个独立样本，共审查了5665名教师的经历。结果表明这三个构念之间在预期方向上存在中等至较大的元相关性。EI和SE相互正相关，但与职业倦怠负相关。调节分析也为这些影响提供了探索性见解。本文还讨论了研究的意义和未来方向。
