Predicting Teaching Enjoyment from Teachers' Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers.

We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales' construct validity and structural equation modeling (SEM) to test associations among the variables.

A model of teachers' growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers.

Because of the importance of positive emotions in second language (L2) acquisition, researchers have undertaken studies to investigate L2 learners' emotions. Nevertheless, L2 teachers' emotions still require more scholarly attention. Against this backdrop, we sought to test a model of teachers' growth mindset, teaching enjoyment, work engagement, and teacher grit among English as a foreign language (EFL) teachers.

Reflective teaching and academic optimism as correlates of work engagement among university instructors.

As teaching is a complex and demanding activity especially in university and higher education contexts, exploring the correlates of work engagement in university contexts seems to be a promising research area. As an attempt to further clarify this research area, this study sought to examine the significance of reflective teaching and academic optimism as correlates of work engagement among university instructors in Iran. Having been selected via convenience sampling, a sample of 289 Iranian English as a foreign language (EFL) university instructors participated in this survey.

A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners.

With the advent of positive psychology in second language (L2) learning, some researchers have undertaken empirical studies to explore emotional variables affecting L2 learning and how positive emotions can enhance the engagement of L2 learners. As an attempt to contribute to this research domain, this project sought to test a model of student engagement based on classroom social climate (CSC) and foreign language enjoyment (FLE) among English language learners in Iran. A sample of 386 intermediate English as a foreign language (EFL) learners took part in this survey by completing the online battery of questionnaires.

A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers.

Because of the exacting nature of teaching, identifying factors affecting teachers' mental health and psychological wellbeing are of paramount importance. Parallel with this line of inquiry, the goal of this project was to test a model of psychological wellbeing based on teacher self-efficacy and emotion regulation in an EFL context. To this end, 276 Iranian English teachers participated in this survey.

The Impact of Mobile-Assisted Language Learning on English as a Foreign Language Learners' Vocabulary Learning Attitudes and Self-Regulatory Capacity.

Over the past decades, English as a foreign language (EFL) learning has witnessed a heightened interest in the role of mobile-assisted language learning (MALL) in vocabulary learning. To shed more light on the impact of MALL on vocabulary learning, this study, employing a quantitative longitudinal design, aimed at examining the impact of a MALL programme on 139 EFL learners' vocabulary learning attitudes and self-regulatory capacity. To this end, this study investigated the latent change score models of the learners' vocabulary learning attitudes and self-regulatory capacity over time.

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement.

Due to the complexity of teaching, determining the variables influencing teachers' work engagement is a rewarding research area. In line with this research agenda, the purpose of this study was to test a structural model of work engagement based on teacher self-efficacy and teaching enjoyment among English as a foreign language (EFL) teachers. For this purpose, 315 Iranian English instructors completed an online survey.

Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach.

Since teachers and their psychological factors have a significant share of variance in accounting for success in educational contexts, significant number of empirical studies have investigated the associations among intrapsychic variables of teachers. To further examine the inter-connections between individual teacher constructs in English as a Foreign Language (EFL) contexts, this study explored the role of emotion regulation and teacher self-efficacy in predicting teacher burnout in the Chinese EFL context. In so doing, a sample of 174 EFL teachers completed a survey containing the three valid scales measuring these constructs.

Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context.

The purpose of the current study was to investigate the effect of two types of repeated reading (i.e., assisted and unassisted) on incidental vocabulary learning of Iranian English as a Foreign Language (EFL) learners.

Exploring Teacher Reflection in the English as a Foreign Language Context: Testing Factor Structure and Measurement Invariance.

The current study aimed to verify the multidimensional factor structure of teacher reflection and to examine the psychometric properties of a widely used teacher reflection scale using a large-scale representative dataset of 1,611 practicing Iranian English as a Foreign Language (EFL) teachers. Furthermore, the measurement invariance of the hypothesized, six-factor model of teacher reflection as measured by the adapted scale was assessed across gender and educational degree in M program. In addition, the differences in latent factor means of the same groups were examined.

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context.

Learners' emotions in learning a foreign language are claimed to shape complicated dynamic associations contributing to their motivational and linguistic outcomes, as evidenced by recent research in this area. In order to advance this research area, this study sought to investigate the foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as the predictors of ideal L2 self in Iranian English as a Foreign Language (EFL) context. The total number of 195 English-major students from various universities completed an online survey containing the three scales in question.