Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education
Teaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers,...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1013370/full |
| _version_ | 1811266174208442368 |
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| author | Shengtao Zheng Tahereh Heydarnejad Amhara Aberash |
| author_facet | Shengtao Zheng Tahereh Heydarnejad Amhara Aberash |
| author_sort | Shengtao Zheng |
| collection | DOAJ |
| description | Teaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers, in particular university professors, little is known about how it interacts with two other important constructs, i.e., self-efficacy and L2 grit. Furthermore, the effect of ER on L2 teacher grit has not been sufficiently investigated. To fill this gap, the current study was to test a structural model of English as a Foreign Language (EFL) university professors’ ER, self-efficacy, and L2 grit. The participants were 356 Iranian EFL university professors who completed the Language Teacher Emotion Regulation Inventory (LTERI), the Teacher Sense of Efficacy Scale (TSES), and the L2-Teacher Grit Scale (L2TGS). The results of Structural Equation Modeling (SEM) revealed that ER and self-efficacy were strong predictors of L2 grit. Moreover, the significant role of self-efficacy on ER was discovered. The implications of this study may foster effective teaching in higher education, particularly during the COVID-19 pandemic and its impacts on education. |
| first_indexed | 2024-04-12T20:37:08Z |
| format | Article |
| id | doaj.art-91d5bbc94ae74eb6abc6f7ccb8532447 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T20:37:08Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-91d5bbc94ae74eb6abc6f7ccb85324472022-12-22T03:17:32ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-09-011310.3389/fpsyg.2022.10133701013370Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher educationShengtao Zheng0Tahereh Heydarnejad1Amhara Aberash2School of Foreign Studies, Minnan Normal University, Zhangzhou, ChinaDepartment of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, IranDepartment of English Language, Jimma University, Jimma, EthiopiaTeaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers, in particular university professors, little is known about how it interacts with two other important constructs, i.e., self-efficacy and L2 grit. Furthermore, the effect of ER on L2 teacher grit has not been sufficiently investigated. To fill this gap, the current study was to test a structural model of English as a Foreign Language (EFL) university professors’ ER, self-efficacy, and L2 grit. The participants were 356 Iranian EFL university professors who completed the Language Teacher Emotion Regulation Inventory (LTERI), the Teacher Sense of Efficacy Scale (TSES), and the L2-Teacher Grit Scale (L2TGS). The results of Structural Equation Modeling (SEM) revealed that ER and self-efficacy were strong predictors of L2 grit. Moreover, the significant role of self-efficacy on ER was discovered. The implications of this study may foster effective teaching in higher education, particularly during the COVID-19 pandemic and its impacts on education.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1013370/fullhigher educationEFL university professorsERself-efficacyL2 grit |
| spellingShingle | Shengtao Zheng Tahereh Heydarnejad Amhara Aberash Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education Frontiers in Psychology higher education EFL university professors ER self-efficacy L2 grit |
| title | Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education |
| title_full | Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education |
| title_fullStr | Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education |
| title_full_unstemmed | Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education |
| title_short | Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education |
| title_sort | modeling the interplay between emotion regulation self efficacy and l2 grit in higher education |
| topic | higher education EFL university professors ER self-efficacy L2 grit |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1013370/full |
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