ArticleFrontiers in psychology2026
An associative model of Chinese university teachers' personality traits and students' classroom engagement from the teacher's perspective: the mediating role of emotional regulation.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Teachers' personality traits and emotional regulation are pivotal in shaping the instructional climate, yet the specific mechanisms through which these factors are collectively associated with student engagement from the teacher's perspective remain under-explored, particularly within a unified structural framework. Objective: This study aimed to construct and validate a structural associative model to explore the association of Chinese university teachers' Big Five personality traits with students' classroom engagement. Methods: A convenience sample of 154 university teachers from diverse regions and academic disciplines across China completed the NEO-PI-R (Chinese version), the Emotion Regulation Questionnaire, and an adapted Classroom Engagement Scale. A second-order structural equation model (SEM) with bootstrapping (5,000 resamples) was conducted to test the hypothesized mediation pathways. Results: The second-order SEM exhibited an excellent fit to the data (χ Conclusion: The results underscore that while teachers' stable dispositions provide a foundation for student involvement, adaptive emotional regulation-specifically cognitive reappraisal-may serve as a bridge linking these traits to engagement outcomes. This study provides empirical evidence for integrating emotion-management training into professional development to optimize teacher-student interactions in higher education.
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