ArticleFrontiers in psychology2022
Reviewing the Effect of English as a Foreign Language Teachers' Positive and Negative Affectivity on Their Work Engagement.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 4 citations in OpenAlex.
- Examining Teacher Self-Efficacy and Work Engagement Among Chinese School-Level EFL Teachers: The Mediating Roles of Teaching Anxiety and Enjoyment.Behavioral sciences (Basel, Switzerland) · 2026Article
- A model of teachers' growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers.Frontiers in psychology · 2023Article
- The role of cognition, affect, and resources in the influence of unreasonable tasks on work engagement: A moderated chain mediation model.Frontiers in psychology · 2022Article
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Authors and funding
1 author at 1 institution in 1 country.
Funding
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Abstract
This review strives to illuminate the related studies on the effect of English as a Foreign Language (EFL) teachers' positive and negative emotions on their work engagement. The negative correlations among teachers' boredom, apprehension, shame, frustration, and work engagement have been confirmed in the review of the literature. Furthermore, few studies have validated the effect of teachers' positive emotions, such as enjoyment and pride, on their work engagement in educational contexts. The studies showed that some factors, such as teacher self-efficacy, teacher self-sufficiency, increased academic challenges, and ambiguity in educational contexts, can mediate the relationship between teachers' negative emotions and work engagement. The review of literature has emphasized the mediating role of growth mindset in the relationship between teachers' positive emotions and work engagement. To improve the language teaching quality, the pedagogical implications are explained in the end. Some suggestions for further research are provided to expand the literature about teachers' emotional variables.
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