{"title":"心理健康与自主保障：认知情绪调节与反思性教学在大学英语教师职业中的意义分析","authors":"Ehsan Namaziandost, Tahereh Heydarnejad, Parisa Ashkani, Sajjad Farokhipour","doi":"10.1108/jarhe-05-2024-0246","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>Psychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>A quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>Path analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>The study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>To achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"29 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Psychological well-being and autonomy are guaranteed: an analysis of the significance of cognitive emotion regulation and reflective teaching in the careers of university EFL teachers\",\"authors\":\"Ehsan Namaziandost, Tahereh Heydarnejad, Parisa Ashkani, Sajjad Farokhipour\",\"doi\":\"10.1108/jarhe-05-2024-0246\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>Psychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>A quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>Path analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.</p><!--/ Abstract__block -->\\n<h3>Practical implications</h3>\\n<p>The study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>To achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. 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Psychological well-being and autonomy are guaranteed: an analysis of the significance of cognitive emotion regulation and reflective teaching in the careers of university EFL teachers
Purpose
Psychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.
Design/methodology/approach
A quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.
Findings
Path analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.
Practical implications
The study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.
Originality/value
To achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.
期刊介绍：
Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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