ArticleCurrent psychology (New Brunswick, N.J.)2023
Modeling the contributions of EFL university professors' emotion regulation to self-efficacy, work engagement, and anger.
Article in Current psychology (New Brunswick, N.J.), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed, 31 citations in OpenAlex.
- The impact of physical exercise on college students' mental health through emotion regulation and self-efficacy.Scientific reports · 2025Article
- Research on Psychological Resilience, Digital Competence, and Self-Efficacy in Online TCFL Teachers.Behavioral sciences (Basel, Switzerland) · 2025Article
- Anger or pride? The effect of overqualification on employees' first job behavior from the perspective of the proactive motivation model.Frontiers in psychology · 2025Article
- The Effect of Servant Leadership on Work Engagement: The Role of Employee Resilience and Organizational Support.Behavioral sciences (Basel, Switzerland) · 2024Article
- Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy.BMC psychology · 2024Article
- Grammar enhancement in EFL instruction: a reflection on the effects of self-evaluation, teacher support, and L2 grit.BMC psychology · 2024Article
- A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context.Heliyon · 2023Article
- Examining the effects of teacher self-compassion, emotion regulation, and emotional labor strategies as predictors of teacher resilience in EFL context.Frontiers in psychology · 2023Article
- Self-efficacy, reflection, and resilience as predictors of work engagement among English teachers.Frontiers in psychology · 2023Article
- Boosting teacher work engagement: the mediating role of psychological capital through emotion regulation.Frontiers in psychology · 2023Article
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
As university professors' emotion regulation (ER) plays a pivotal role in their efficacy, it is essential to explore if it is significantly correlated with work engagement (WE), self-efficacy, and anger at the workplace. To respond to the call, this research inspected the contributions of university professors' ER to their WE, self-efficacy, and anger. For this purpose, a total of 278 university professors were selected using a convenience sampling method and asked to fill out Language Teacher Emotion Regulation Inventory, Engaged Teacher Scale, Teacher Sense of Efficacy Scale, and Teacher Anger Scale. A structural equation modeling was used to analyze the gathered data. Results disclosed that the participants' ER significantly contributed to their WE and self-efficacy. Additionally, the findings documented that the participants' ER was negatively correlated with their anger. The implications of the findings are discussed for pertinent stakeholders.
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