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The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum

Year: 2024

Type: article

Abstract: 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.

Source: Acta Psychologica

DOI: 10.1016/j.actpsy.2024.104673

Authors: Jie Zhang, Youzhi Ge, Jiayue Du, Zijing Hu

Institutions: Nanjing University of Chinese Medicine, University of Johannesburg

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,030