ArticleFrontiers in psychology2022
Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education.
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 9 papers.
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Who cites it
9 citing papers in PubMed, 48 citations in OpenAlex.
- Psychological well-being and L1 learning grit among Ghanaian language students in higher education: a PLS-SEM analysis.Frontiers in psychology · 2026Article
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- Wow, I cannot stop: a concentration on vocabulary learning via instagram and its effects on informal digital learning of english, technostress, and on-line engagement.BMC psychology · 2024Article
- A Lenz into the predictive power of language teacher emotion regulation and self-evaluation on L2 grit, teaching style preferences, and work engagement: a case of Chinese EFL instructors.BMC psychology · 2023Article
- Article
- A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context.Heliyon · 2023Article
- A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers.Frontiers in psychology · 2023Article
- Boosting teacher work engagement: the mediating role of psychological capital through emotion regulation.Frontiers in psychology · 2023Article
- Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers.Frontiers in psychology · 2022Article
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Authors and funding
3 authors at 3 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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