Zhang Jie, Ge Youzhi, Du Jiayue, Hu Zijing
Foreign Language Teaching Department, Nanjing University of Chinese Medicine, Nanjing 210023, Jiangsu, China; Department of Complementary Medicine, College of Health Sciences, University of Johannesburg, Johannesburg 2157, South Africa.
International Education College, Nanjing University of Chinese Medicine, Nanjing 210023, Jiangsu, China.
Acta Psychol (Amst). 2025 Feb;252:104673. doi: 10.1016/j.actpsy.2024.104673. Epub 2024 Dec 21.
This study investigates the relationship between Chinese EFL teachers' emotion regulation, teachers' pedagogical beliefs, pedagogical practices, and their engagement. A total of 516 English teachers from diverse universities in Jiangsu Province participated in the survey, with demographic data revealing a balanced representation of gender and age groups, as well as varied teaching experience. The instruments employed included the Cognitive Emotion Regulation Questionnaire (CERQ), Teacher Engagement Scale, Teachers' Pedagogical Beliefs Survey, and Classroom Practices Survey, all assessed for reliability and validity. Analysis utilized SPSS software (version 27) and AMOS (version 24), employing Structural Equation Modeling (SEM) to scrutinize the data. The findings demonstrate a significant correlation between teachers' engagement and emotion regulation, pedagogical beliefs, and practices, explaining approximately 57 % of the variation observed across subjects. This highlights the crucial role of these factors in shaping teachers' engagement and underscores the importance of addressing them holistically to enhance educational outcomes.
本研究调查了中国英语教师的情绪调节、教学信念、教学实践与其敬业度之间的关系。来自江苏省不同大学的516名英语教师参与了此次调查，人口统计数据显示，性别和年龄组的分布均衡，教学经验也各不相同。所使用的工具包括认知情绪调节问卷（CERQ）、教师敬业度量表、教师教学信念调查和课堂实践调查，所有这些工具均经过了信效度评估。分析使用了SPSS软件（版本27）和AMOS（版本24），采用结构方程模型（SEM）对数据进行审查。研究结果表明，教师的敬业度与情绪调节、教学信念和教学实践之间存在显著相关性，解释了各学科中约57%的观察变异。这凸显了这些因素在塑造教师敬业度方面的关键作用，并强调了全面解决这些因素以提高教育成果的重要性。
