School of Foreign Languages, Huizhou University, Huizhou, Guangdong, 516007, China.
BMC Psychol. 2023 Oct 11;11(1):330. doi: 10.1186/s40359-023-01356-3.
An individual's capacity to successfully control their emotional experiences and react to them requires them to engage in a number of processes, including those that are physiological, behavioral, and cognitive. When educators engage in self-evaluation, they investigate and assess the quality of their professional work. These two teacher-related conceptions have the potential to open up valuable perspectives in the course of the professional pursuits of teachers. Even though earlier research has shown their significance, the potential implications of these factors on the resiliency and teaching style preferences of language instructors have not been emphasized. As a result, the purpose of this study was to determine the extent to which a language teacher's ability to regulate their emotions while carrying out self-evaluation procedures may accurately predict their level of resilience as well as their preferred method of instruction. To accomplish this, 399 English as a foreign language (EFL) teachers were asked to reflect on their experiences by responding to the following related questionnaires: The Language Teacher Emotion Regulation Inventory (LTERI), The Core of Self-evaluation Questionnaire (CSEQ), the L2-teacher Grit Scale (L2TGS), Grasha Teaching Style Inventory (TSI) and the Engaged Teacher Scale (ETS). The results demonstrated that those EFL teachers who maintained healthy emotional control were grittier and more engaged. They also tended to teach in a manner focused on the students. The pedagogical implications of this research are discussed further in depth.
个体成功控制自身情绪体验并对其做出反应的能力需要他们参与一系列过程，包括生理、行为和认知过程。当教育工作者进行自我评估时，他们会调查和评估自己专业工作的质量。这两个与教师相关的概念有可能在教师的专业追求过程中开辟有价值的视角。尽管早期的研究已经表明了它们的重要性，但这些因素对语言教师的适应能力和教学风格偏好的潜在影响尚未得到强调。因此，本研究的目的是确定语言教师在进行自我评估程序时调节情绪的能力在多大程度上可以准确预测他们的适应能力水平以及他们喜欢的教学方法。为了实现这一目标，我们要求 399 名英语作为外语（EFL）教师通过回答以下相关问卷来反思自己的经验：语言教师情绪调节量表（LTERI）、自我评估核心问卷（CSEQ）、L2 教师坚毅量表（L2TGS）、格拉什教学风格量表（TSI）和参与型教师量表（ETS）。结果表明，那些能够保持健康情绪控制的 EFL 教师更加坚毅和投入。他们也倾向于以关注学生为中心的方式教学。本研究的教学启示进一步深入讨论。
