ReviewFrontiers in psychology2022
EFL Teachers' Mindfulness and Emotion Regulation in Language Context.
Review 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 1 paper.
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.
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Who cites it
1 citing paper in PubMed.
- A pilot study on integrating mindfulness-informed professional development for EFL teachers.Frontiers in psychology · 2026Article
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Authors and funding
1 author.
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Abstract
The academic setting is a collection of diverse emotive needs that require skillful educators who can regulate and deal with them. Emotion regulation by language educators emphasizes the techniques that language educators use to regulate their emotions. In addition, English as a Foreign Language (EFL) teachers have a growing interest in examining the utilization of mindfulness-based methods to study and instruct a foreign language. Indeed, it is regarded as a strategy that has been connected to constructive encouragement when utilized as a managing technique for anxiety and worry. Concerning this, the goal of this mini review is to examine the function of mindfulness in regulating educators' focus, emotion, manner, and contemplation. Some theoretical suggestions for educational situations are presented.
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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.