The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum
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...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-02-01
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| Series: | Acta Psychologica |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691824005511 |
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| _version_ | 1841545578758012928 |
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| author | Jie Zhang Youzhi Ge Jiayue Du Zijing Hu |
| author_facet | Jie Zhang Youzhi Ge Jiayue Du Zijing Hu |
| author_sort | Jie Zhang |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-4c919d681ea741ee8bc77fa837cbe5b1 |
| institution | Kabale University |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-4c919d681ea741ee8bc77fa837cbe5b12025-01-12T05:24:00ZengElsevierActa Psychologica0001-69182025-02-01252104673The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculumJie Zhang0Youzhi Ge1Jiayue Du2Zijing Hu3Foreign 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 AfricaInternational Education College, Nanjing University of Chinese Medicine, Nanjing 210023, Jiangsu, ChinaCollege of Pharmaceutics, Nanjing University of Chinese Medicine, Nanjing 210023, Jiangsu, ChinaDepartment of Complementary Medicine, College of Health Sciences, University of Johannesburg, Johannesburg 2157, South Africa; Corresponding author.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.http://www.sciencedirect.com/science/article/pii/S0001691824005511English teacher emotion regulationPedagogical beliefsPedagogical practicesTeacher engagementCurriculum relationship |
| spellingShingle | Jie Zhang Youzhi Ge Jiayue Du Zijing Hu The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum Acta Psychologica English teacher emotion regulation Pedagogical beliefs Pedagogical practices Teacher engagement Curriculum relationship |
| title | The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum |
| title_full | The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum |
| title_fullStr | The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum |
| title_full_unstemmed | The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum |
| title_short | The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum |
| title_sort | investigation of efl teachers cognitive emotion regulation pedagogical beliefs pedagogical practices and their engagement across the curriculum |
| topic | English teacher emotion regulation Pedagogical beliefs Pedagogical practices Teacher engagement Curriculum relationship |
| url | http://www.sciencedirect.com/science/article/pii/S0001691824005511 |
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