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

IF 2.1 4区心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Acta Psychologica Pub Date : 2025-02-01 DOI:10.1016/j.actpsy.2024.104673

Jie Zhang , Youzhi Ge , Jiayue Du , Zijing Hu

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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.

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英语教师的认知情绪调节、教学信念、教学实践及其课程投入的调查。

本研究探讨了中国英语教师的情绪调节、教师的教学信念、教学实践和敬业度之间的关系。来自江苏省不同高校的516名英语教师参与了此次调查，人口统计数据显示，性别和年龄组的代表性均衡，教学经验也各不相同。采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，均进行了信度和效度评估。分析采用SPSS软件（27版）和AMOS软件（24版），采用结构方程模型（SEM）对数据进行分析。研究结果表明，教师的敬业度与情绪调节、教学信念和实践之间存在显著的相关性，解释了跨学科观察到的大约57%的差异。这凸显了这些因素在塑造教师参与度方面的关键作用，并强调了从整体上解决这些问题以提高教育成果的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Acta Psychologica PSYCHOLOGY, EXPERIMENTAL-

CiteScore

3.00

自引率

5.60%

发文量

274

审稿时长

36 weeks

期刊介绍： Acta Psychologica publishes original articles and extended reviews on selected books in any area of experimental psychology. The focus of the Journal is on empirical studies and evaluative review articles that increase the theoretical understanding of human capabilities.