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A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers

Because of the exacting nature of teaching, identifying factors affecting teachers’ mental health and psychological wellbeing are of paramount importance. Parallel with this line of inquiry, the goal of this project was to test a model of psychological wellbeing based on teacher self-efficacy and em...

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Autores principales: Xiyun, Shen, Fathi, Jalil, Shirbagi, Naser, Mohammaddokht, Farnoosh
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9280416/
https://www.ncbi.nlm.nih.gov/pubmed/35846714
http://dx.doi.org/10.3389/fpsyg.2022.904151
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author Xiyun, Shen
Fathi, Jalil
Shirbagi, Naser
Mohammaddokht, Farnoosh
author_facet Xiyun, Shen
Fathi, Jalil
Shirbagi, Naser
Mohammaddokht, Farnoosh
author_sort Xiyun, Shen
collection PubMed
description Because of the exacting nature of teaching, identifying factors affecting teachers’ mental health and psychological wellbeing are of paramount importance. Parallel with this line of inquiry, the goal of this project was to test a model of psychological wellbeing based on teacher self-efficacy and emotion regulation in an EFL context. To this end, 276 Iranian English teachers participated in this survey. First, the measurement models for the three latent constructs were verified through performing Confirmatory Factor Analysis (CFA). Then Structural Equation Modeling (SEM) was used to test the hypothesized model. SEM outcomes evince that both teacher self-efficacy and emotion regulation were the significant predictors of teachers’ psychological wellbeing, with teacher self-efficacy being a stronger correlate than emotion regulation. The findings offer significant implications for English as a Foreign Language (EFL) teachers.
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spelling pubmed-92804162022-07-15 A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers Xiyun, Shen Fathi, Jalil Shirbagi, Naser Mohammaddokht, Farnoosh Front Psychol Psychology Because of the exacting nature of teaching, identifying factors affecting teachers’ mental health and psychological wellbeing are of paramount importance. Parallel with this line of inquiry, the goal of this project was to test a model of psychological wellbeing based on teacher self-efficacy and emotion regulation in an EFL context. To this end, 276 Iranian English teachers participated in this survey. First, the measurement models for the three latent constructs were verified through performing Confirmatory Factor Analysis (CFA). Then Structural Equation Modeling (SEM) was used to test the hypothesized model. SEM outcomes evince that both teacher self-efficacy and emotion regulation were the significant predictors of teachers’ psychological wellbeing, with teacher self-efficacy being a stronger correlate than emotion regulation. The findings offer significant implications for English as a Foreign Language (EFL) teachers. Frontiers Media S.A. 2022-06-30 /pmc/articles/PMC9280416/ /pubmed/35846714 http://dx.doi.org/10.3389/fpsyg.2022.904151 Text en Copyright © 2022 Xiyun, Fathi, Shirbagi and Mohammaddokht. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Xiyun, Shen
Fathi, Jalil
Shirbagi, Naser
Mohammaddokht, Farnoosh
A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers
title A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers
title_full A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers
title_fullStr A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers
title_full_unstemmed A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers
title_short A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers
title_sort structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among english teachers
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9280416/
https://www.ncbi.nlm.nih.gov/pubmed/35846714
http://dx.doi.org/10.3389/fpsyg.2022.904151
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