What do we know about L2 teachers’ emotion regulation? A bibliometric analysis of the pertinent literature
Abstract
Since emotion regulation is a key factor in second language (L2) education, multitudes of studies have been conducted on this emotional factor. Yet, the majority of previous research has focused on the emotion regulation strategies used by L2 learners. In recent years, some scholars have started to explore L2 teachers’ emotion regulation from various perspectives, but to the best of our knowledge, no systematic review to date has been carried out in this area. Using CiteSpace software (Version 6.2.R2), the present review study analyzed 26 articles published from 2020 to 2023. The analysis outcomes showed that L2 teachers’ emotion regulation is a growing but still nascent research area that attracts interdisciplinary attention from psychologists and linguists around the globe. The results also demonstrated that Iran and China are the most fruitful and fertile lands in this area with Iran having a higher degree of collaboration among institutions and authors. Considering the limitations of previous studies, this study provides some suggestions for future research.
References
[1] Azari NM, Fekri N, Kazemkhah F (2022). The contribution of psychological well-being and emotion-regulation to foreign language teaching enjoyment. Frontiers in Psychology 13: 889133. doi: 10.3389/fpsyg.2022.889133
[2] Benevene P, De Stasio S, Fiorilli C (2020). Well-being of school teachers in their work environment. Frontiers in Psychology 11: 1239. doi: 10.3389/fpsyg.2020.01239
[3] Bielak J, Mystkowska-Wiertelak A (2020). Language teachers’ interpersonal learner-directed emotion-regulation strategies. Language Teaching Research 26(6): 1082–1105. doi:10.1177/1362168820912352
[4] Bing H, Sadjadi B, Afzali M, Fathi J (2022). Self-efficacy and emotion regulation as predictors of teacher burnout among English as a foreign language teachers: A structural equation modeling approach. Frontiers in Psychology 13: 900417. doi: 10.3389/fpsyg.2022.900417
[5] Bølstad E, Koleini A, Skoe FF, et al. (2023). Emotional competence training promotes teachers’ emotion socialization and classroom environment: Effects from a TIK-in-School pilot study. Mental Health & Prevention 30: 200273. doi: 10.1016/j.mhp.2023.200273
[6] Burant CJ (2016). Latent growth curve models: Tracking changes over time. The International Journal of Aging and Human Development 82(4): 336–350. doi: 10.1177/0091415016641692
[7] Chen B, Shin S, Wu M, Liu Z (2022). Visualizing the knowledge domain in health education: A scientometric analysis based on CiteSpace. International Journal of Environmental Research and Public Health 19(11): 6440. doi: 10.3390/ijerph19116440
[8] Chu WW, Hafiz NRM, Mohamad UA, et al. (2023). A review of STEM education with the support of visualizing its structure through the CiteSpace software. International Journal of Technology and Design Education 33(1): 39–61. doi: 10.1007/s10798-022-09728-3
[9] Delhom I, Melendez J, Satorres E (2021). The regulation of emotions: Gender differences. European Psychiatry 64: 836. doi: 10.1192/j.eurpsy.2021.2209
[10] Deng J, Heydarnejad T, Farhangi F, Khafaga AF (2022). 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 13: 1019984. doi: 10.3389/fpsyg.2022.1019984
[11] Derakhshan A (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research 13: 1–43. doi: 10.52547/LRR.13.5.2
[12] Derakhshan A, Wang Y, Ghiasvand F (2023). “I never make a permanent decision based on a temporary emotion”: Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review doi: 10.1515/applirev-2023-0089
[13] Derakhshan A, Wang Y, Wang Y, Ortega-Martín JL (2023). Towards innovative research approaches to investigating the role of emotional variables in promoting language teachers’ and learners’ mental health. International Journal of Mental Health Promotion 25: 823–832. doi: 10.32604/ijmhp.2023.029877
[14] Derakhshan A, Zare J (2023). The impact of altruistic teaching on English as a foreign language (EFL) learners’ emotion regulation: An intervention study. Brain Sciences 13(3): 458. doi: 10.3390/brainsci13030458
[15] Dewaele JM, Meftah R (2023). The trajectory of English foreign learners’ emotions and motivation from the start to the end of their learning journey: A pseudo- longitudinal investigation. Journal of the European Second Language Association 7: 16–30. doi: 10.22599/jesla.94
[16] Fan J, Wang Y (2022). English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation. Frontiers in Psychology 13: 1–12. doi: 10.3389/fpsyg.2022.952503
[17] Fathi J, Greenier V, Derakhshan A (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research 9: 13–37. doi: 10.30466/IJLTR.2021.121043
[18] Freud A (1964). The Ego and the Mechanisms of Defence. Routledge.
[19] Gao A, Yang J, Tian T, et al. (2023). Visual analysis based on CiteSpace software: A bibliometric study of atrial myxoma. Frontiers in Cardiovascular Medicine 10: 1116771. doi: 10.3389/fcvm.2023.1116771
[20] Gkonou C, Miller E (2023). Relationality in language teacher emotion regulation: Regulating emotions through, with and for others. System 115: 103046. doi: 10.1016/j.system.2023.103046
[21] Goubet KE, Chrysikou EG (2019). Emotion regulation flexibility: Gender differences in context sensitivity and repertoire. Frontiers in Psychology 10: 935. doi: 10.3389/fpsyg.2019.00935
[22] Greenier V, Derakhshan A, Fathi J (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System 97: 102446. doi: 10.1016/j.system.2020.102446
[23] Gross JJ (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology 2(3): 271–299. doi: 10.1037/1089-2680.2.3.271
[24] Hatfield E, Cacioppo JT, Rapson RL (1993). Emotional contagion. Current Directions in Psychological Science 2(3): 96–99. doi: 10.1111/1467-8721.ep10770953
[25] Hirschi C. (2010). Introduction: Applications of social network analysis. Procedia—Social and Behavioral Sciences 4: 2–3. doi: 10.1016/j.sbspro.2010.07.477
[26] Hobfoll SE, Shirom A (2001). Conservation of resources theory: Applications to stress and management in the workplace. In: Handbook of Organizational Behavior, 2nd ed. Marcel Dekker. pp. 57–80.
[27] Hu L, Wang Y (2023). The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychology 11(1): 1–10. doi: 10.1186/s40359-023-01378-x
[28] Ji Y, Oubibi M, Chen S, et al (2022). Pre-service teachers’ emotional experience: Characteristics, dynamics and sources amid the teaching practicum. Frontiers in Psychology 13: 968513. doi: 10.3389/fpsyg.2022.968513
[29] Lazarus RS, Folkman S (1984). Stress, Appraisal, and Coping. Springer.
[30] LeBlanc S, Özer B, Aydemir A, Mohiyeddini C (2020). Validation of an emotion regulation training program on mental well-being. Psychological Reports 23(5): 1518–1536 doi: 10.1177/0033294119878399
[31] Li C, Dewaele JM, Pawlak M, Kruk M (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research 1–21. doi: 10.1177/13621688221111623
[32] Li S (2023). Enhancing professional success: Chinese EFL teachers’ workplace buoyancy and cognitive flexibility. Heliyon 9(2): e13394. doi: 10.1016/j.heliyon.2023.e13394
[33] Liang YD, Li Y, Zhao J, et al. (2017). Study of acupuncture for low back pain in recent 20 years: A bibliometric analysis via CiteSpace. Journal of Pain Research 10: 951–964. doi: 10.2147/jpr.S132808
[34] Lipnevich AA, Murano D, Krannich M, Goetz T (2021). Should I grade or should I comment: Links among feedback, emotions, and performance. Learning and Individual Differences 89: 102020. doi: 10.1016/j.lindif.2021.102020
[35] Lundberg A, de Leeuw R, Aliani R (2020). Using Q methodology: Sorting out subjectivity in educational research. Educational Research Review 31: 100361. doi: 10.1016/j.edurev.2020.100361
[36] Ma D, Yang B, Guan B (2020). Emotion regulation. Emotion 20(1): 1–9. doi: 10.1037/emo0000703
[37] MacIntyre PD, Gregersen T (2012). Affect: The role of language anxiety and other emotions in language learning. In: Mercer S, Ryan S, Williams M (editors). Psychology for Language Learning. Palgrave. pp. 103–118.
[38] McRae K, Gross JJ (2020). Emotion regulation. Emotion 20(1): 1–9. doi: 10.1037/emo0000703
[39] Morris S, King J (2023). University language teachers’ contextually dependent uses of instrumental emotion regulation. System 116: 103080. doi: 10.1016/j.system.2023:103080
[40] Namaziandost E, Heydarnejad T, Rezai A (2023). Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: Examining possible relationships. Current Psychology 42(3): 2294–2309. doi: 10.1007/s12144-022-03786-5
[41] Namaziandost E, Heydarnejad T, Rahmani Doqaruni V, Azizi Z (2023). Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger. Current Psychology 42(3): 2279–2293. doi: 10.1007/s12144-022-04041-7
[42] Pan Z, Wang Y, Derakhshan A (2023). Unpacking Chinese EFL students’ academic engagement and psychological well-being: The roles of language teachers’ affective scaffolding. Journal of Psycholinguistic Research 52(5): 1799–1819. doi: 10.1007/s10936-023-09974-z
[43] Pekrun R, Perry PR (2014). Control-value theory of achievement emotions. In: International Handbook of Emotions in Education. Routledge. pp. 120–141.
[44] Peng Z, Hu Z (2022). A bibliometric analysis of linguistic research on COVID-19. Frontiers in Psychology 13: 1005487. doi: 10.3389/fpsyg.2022.1005487
[45] Sanchis-Sanchis A, Grau MD, Moliner AR, Morales-Murillo CP (2020). Effects of age and gender in emotion regulation of children and adolescents. Frontiers in Psychology 11: 00946. doi: 10.3389/fpsyg.2020.00946
[46] Seaton C, Beaumont S (2015). Pursuing the good life: A short-term follow-up study of the role of positive/negative emotions and ego-resilience in personal goal striving and eudaimonic well-being. Motivation and Emotion 39: 813–826. doi: 10.1007/s11031-015-9493-y
[47] Seligman M, Csikszentmihalyi M (2000). Positive psychology: An introduction. American Psychologist Journal 55: 5–14. doi: 10.1037/0003-066X.55.1.5
[48] Shen G (2022). Anxiety, boredom, and burnout among EFL teachers: The mediating role of emotion regulation. Frontiers in Psychology 13: 842920. doi: 10.3389/fpsyg.2022.842920
[49] Shen X, Fathi J, Shirbagi N, Mohammaddokht F (2022). A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Frontiers in Psychology 13: 904151. doi: 10.3389/fpsyg.2022.904151
[50] Solhi M, Derakhshan A, Ünsal B (2023). Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2023.2175834
[51] Taris TW, Schaufeli WB (2016). The job demands-resources model. In: The Wiley Blackwell Handbook of the Psychology of Occupational Safety and Workplace Health. Wiley Blackwell. pp. 157–180.
[52] Theiyab Alazemi AF, Heydarnejad T, Ismail SM, Gheisari A (2023). A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context. Heliyon 9(2): e13149. doi: 10.1016/j.heliyon.2023.e13149
[53] Thumvichit A (2023). Understanding emotion-regulation among foreign language teachers in response to classroom stressors: Findings from a Q methodology study. Social Psychology of Education. doi: 10.1007/s11218-023-09809-8
[54] van Kleef GA, Lelieveld GJ (2022). Moving the self and others to do good: The emotional underpinnings of prosocial behavior. Current Opinion in Psychology 44: 80–88. doi: 10.1016/j.copsyc.2021.08.029
[55] Wang F, Ye Z (2021). On the role of EFL/ESL teachers’ emotion regulation in students’ academic engagement. Frontiers in Psychology 12: 758860. doi: 10.3389/fpsyg.2021.758860
[56] Wang H, Burić I, Chang ML, Gross JJ (2023). Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis. Social Psychology of Education. doi: 10.1007/s11218-023-09810-1
[57] Wang Y, Derakhshan A, Zhang LJ (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology 12: 1–10. doi: 10.3389/fpsyg.2021.731721
[58] Wang YL, Pan Z (2023). Modelling the effect of Chinese EFL teachers’ self-efficacy and resilience on their work engagement: A structural equation modeling analysis. SAGE Open. doi: 10.1177/21582440231214329
[59] Wood R, Beckmann N, Ren S, Guan B (2022). Situation contingent negative emotions and performance: The moderating role of trait neuroticism. Personality and Individual Differences 197: 111788. doi: 10.1016/j.paid.2022.111788
[60] Wu MQ, Wu DQ, Hu CP, Iao LS (2021). Studies on children with developmental coordination disorder in the past 20 years: A bibliometric analysis via CiteSpace. Frontiers in Psychiatry 12: 776883. doi: 10.3389/fpsyt.2021.776883
[61] Xiao J, Tian G (2023). “Sailing together in the storm”: Chinese EFL teachers’ trajectory of interpersonal emotion regulation towards well-being. Sustainability 15(7): 6125. doi: 10.3390/su15076125
[62] Xie F (2021). A study on Chinese EFL teachers’ work engagement: The predictability power of emotion regulation and teacher resilience. Frontiers in Psychology 12: 735969. doi: 10.3389/fpsyg.2021.735969
[63] Xie X, Jiang G (2021). Chinese tertiary-level English as a foreign language teachers’ emotional experience and expression in relation to teacher-student interaction. Frontiers in Psychology 12: 759243. doi: 10.3389/fpsyg.2021.759243
[64] Yoosefi N, Moradi-Joz R, Eyni S (2022). Developing causal model of occupational stress for English language teachers based on ambiguity tolerance and difficulty in emotion regulation: The mediating role of marital conflict. Current Psychology 42: 29189–29197. doi: 10.1007/s12144-022-03991-2
[65] Yu W, Wu H, Zhao W (2022). A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context. Frontiers in Psychology 13: 986684. doi: 10.3389/fpsyg.2022.986684
[66] Zheng S, Heydarnejad T, Aberash A (2022). Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education. Frontiers in Psychology 13: 1013370. doi: 10.3389/fpsyg.2022.1013370
[67] Zhi R, Wang Y (2023). English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach. Thinking Skills and Creativity 49: 101370. doi: 10.1016/j.tsc.2023.101370
[68] Zhi R, Wang Y, Wang Y (2023). The role of emotional intelligence and self-efficacy in EFL teachers’ technology adoption. The Asia-Pacific Education Researcher. doi:10.1007/s40299-023-00782-6
Copyright (c) 2023 author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The author(s) warrant that permission to publish the article has not been previously assigned elsewhere.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher right for the first publication with the work simultaneously licensed under:
OA - Creative Commons Attribution License (CC BY 4.0). This license allows for the copying, distribution and transmission of the work, provided the correct attribution of the original creator is stated. Adaptation and remixing are also permitted.
This broad license intends to facilitate free access to, as well as the unrestricted reuse of, original works of all types.
_%E5%89%AF%E6%9C%AC1.png){kind=logo}
