Xu Lihua, Zhu Xiaowen
School of Humanities and Social Science, Xi'an Jiaotong University, Xi'an, China.
School of Humanities and Foreign Languages, Xi'an University of Post and Telecommunications, Xi'an, China.
Front Psychol. 2022 Jul 18;13:916433. doi: 10.3389/fpsyg.2022.916433. eCollection 2022.
Positive psychology (PP) has received increasing attention in the field of education. Therefore, it would be of utmost importance to analyze the relationship between the constructs falling under the category of positive psychology and other constructs to pave the way for both educational authorities and teachers themselves. Reviewing the previous studies, it turned out that there have been no studies to discuss the interplay between teachers' psychological capital and their job commitment and academic optimism particularly in the context of China. To fill this gap, the current study set out to inspect the function of Chinese English as a Foreign language (EFL) teachers' psychological capital in promoting their job commitment and academic optimism. To accomplish this, 316 Chinese teachers (i.e., 97 males, 219 females) were asked to complete "Psychological Capital Scale," "Job Commitment Scale," and "Academic Optimism Scale." The results of regression analyses revealed that Chinese EFL teachers' psychological capital can strongly predict their job commitment and academic optimism. The conclusion and implications of the results are finally discussed and it is mentioned that both educational authorities and teachers can benefit from this study and make the experience of teaching much more productive.
积极心理学（PP）在教育领域受到了越来越多的关注。因此，分析属于积极心理学范畴的各种构念与其他构念之间的关系，对于教育当局和教师自身而言都至关重要，可为其指明方向。回顾以往的研究发现，尚无研究探讨教师心理资本与他们的工作投入和学术乐观主义之间的相互作用，尤其是在中国背景下。为填补这一空白，本研究着手考察中国英语作为外语（EFL）教师的心理资本在促进其工作投入和学术乐观主义方面的作用。为此，316名中国教师（即97名男性，219名女性）被要求完成“心理资本量表”、“工作投入量表”和“学术乐观主义量表”。回归分析结果显示，中国英语教师的心理资本能够有力地预测他们的工作投入和学术乐观主义。最后讨论了研究结果的结论和启示，并指出教育当局和教师都能从本研究中受益，使教学体验更富有成效。
