ArticleFrontiers in psychology2022
Modeling the role of emotion regulation and critical thinking in immunity 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, 2 of them syntheses 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
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Who cites it
9 citing papers in PubMed, 2 syntheses or guidelines pooled it, 33 citations in OpenAlex.
- Analysis of research on gamification, critical thinking and academic performance: A systematic review in the context of higher education.F1000Research · 2025Pooled 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
- Demonstrating the interplay between resilience, engagement, and wellbeing among Chinese teachers: the mediating role of self-efficacy.Frontiers in psychology · 2026Article
- Primary school teachers are immune: a journey in the sea of psychological well-being, buoyancy, and engagement.BMC psychology · 2024Article
- A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape.BMC psychology · 2024Article
- Article
- A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context.Heliyon · 2023Article
- Modeling the contributions of EFL university professors' emotion regulation to self-efficacy, work engagement, and anger.Current psychology (New Brunswick, N.J.) · 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
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 4 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
It is deemed that the effectiveness of teachers is highly entangled with psycho-emotional constructs, such as critical thinking (CT), emotion regulation (ER), and immunity. Despite the potential roles of CR, ER, and immunity, their possible relationships have remained unexplored in the higher education context of Iran. To fill in this lacuna, this study explored the potential role of CT and ER in university teachers' immunity in the Iranian higher education context. For this purpose, a total of 293 English university teachers were selected using a convenience sampling method. They were invited to fill out the Watson-Glaser Critical Thinking Appraisal-Form, Language Teacher Emotion Regulation Inventory, and Language Teacher Immunity Instrument. The findings of path analysis indicated that the university teachers with higher CT were more productively immunized. Moreover, the results revealed that ER could predict the university teachers' immunity. The findings of the study lead to this implication that higher order thinking skills, emotion regulatory strategies, and immune enhancement should be incorporated into educational programs of higher education.
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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.