Li Bo, Miao Guoxin
Public Foreign Language Teaching and Research Department, Jilin University of Finance and Economics, Changchun, China.
College of the Humanities, Jilin University, Changchun, China.
Front Psychol. 2022 Jul 8;13:941226. doi: 10.3389/fpsyg.2022.941226. eCollection 2022.
Positive emotions are regarded as vital issues in English as a foreign language (EFL) instruction. This study attempted to consider the relationships between Chinese EFL teachers' psychological well-being, loving Pedagogy, and work engagement as the constructs of positive psychology in academic contexts. It also tried to examine the contribution of psychological well-being and loving pedagogy in work engagement. To this end, 414 Chinese EFL teachers including participated in this study. The three questionnaires called Dispositions toward Loving Pedagogy Scale, Index of Psychological Well-Being at Work, and Self-report Engagement Questionnaire were distributed among learners. The findings showed significant relationships between well-being, loving pedagogy, and work engagement. Moreover, the results indicated that teachers' psychological well-being significantly predicted their work engagement. This study provided some implications for teachers, teacher educators, and educational policy-makers to raise their awareness of adopting loving pedagogy and boosting teacher well-being for the enhancement of teacher involvement in academic contexts.
积极情绪在外语教学中被视为至关重要的问题。本研究试图探讨中国英语教师的心理健康、热爱教学法以及工作投入之间的关系，这些都是学术背景下积极心理学的构成要素。研究还试图考察心理健康和热爱教学法对工作投入的贡献。为此，414名中国英语教师参与了本研究。名为“热爱教学法倾向量表”“工作中的心理健康指数”和“自我报告投入问卷”的三份问卷被分发给了参与者。研究结果表明，心理健康、热爱教学法和工作投入之间存在显著关系。此外，结果还表明，教师的心理健康能显著预测他们的工作投入。本研究为教师、教师教育工作者和教育政策制定者提供了一些启示，以提高他们对采用热爱教学法和提升教师幸福感的认识，从而增强教师在学术背景下的参与度。
