ArticleFrontiers in psychology2022
The Contribution of Psychological Wellbeing and Emotion-Regulation to Foreign Language Teaching Enjoyment.
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 6 papers, 1 of them a synthesis that pooled it.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A 2025 systematic review of teacher emotion regulation and well-being: implications for student engagement, learning outcomes, and professional development in EFL contexts.Frontiers in psychology · 2025Pooled it
- Reviewing enjoyment in foreign language education from the perspective of positive psychology.Frontiers in psychology · 2026Review
- Investigating the Role of Resilience, Foreign Language Teaching Enjoyment, and Mindfulness in Predicting Loving Pedagogy in English Language Teaching.Psychology in Russia : state of the art · 2025Article
- Reviewing the effect of teachers' resilience and wellbeing on their foreign language teaching enjoyment.Frontiers in psychology · 2023Review
- Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being.Frontiers in psychology · 2023Article
- Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners' Foreign Language Enjoyment.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The notion of foreign language teaching enjoyment (FLTE) has recently been introduced to the field of foreign language education as a positive emotion which influences teachers' professional and psychological growth. Due to the pure novelty of the concept, scant research attention has been paid to its antecedents in English as a foreign language (EFL) contexts. The present study aims to investigate the extent to which psychological wellbeing and emotion regulation can contribute to FLTE of Iranian EFL teachers. The participants (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.