Modeling the contributions of EFL university professors' emotion regulation to self-efficacy, work engagement, and anger

Ehsan Namaziandost; Tahereh Heydarnejad; Vahid Rahmani Doqaruni; Zeinab Azizi

doi:10.1007/s12144-022-04041-7

Modeling the contributions of EFL university professors' emotion regulation to self-efficacy, work engagement, and anger

Curr Psychol. 2023;42(3):2279-2293. doi: 10.1007/s12144-022-04041-7. Epub 2022 Dec 7.

Authors

Ehsan Namaziandost¹, Tahereh Heydarnejad², Vahid Rahmani Doqaruni², Zeinab Azizi³

Affiliations

¹ Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
² Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran.
³ Teaching English and Linguistics Department, University of Ayatollah, Ozma Borujerdi, Borujerd City, Iran.

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.

Keywords: Anger; EFL university professors; Emotion regulation; Self-efficacy; Work engagement.

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