The Interplay among Self-Regulation, Emotions and Teaching Styles in Higher Education: A Path Analysis Approach

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Heydarnejad, Tahereh; Hosseini Fatemi, Azar; Ghonsooly, Behzad
Titel	The Interplay among Self-Regulation, Emotions and Teaching Styles in Higher Education: A Path Analysis Approach
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 2, S.594-609 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heydarnejad, Tahereh) ORCID (Ghonsooly, Behzad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-08-2020-0260
Schlagwörter	Metacognition; Self Control; English Literature; Teaching Styles; Measures (Individuals); College Faculty; Teacher Attitudes; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Prediction; Teaching Methods; Student Centered Learning; Academic Achievement; Correlation; Path Analysis; Iran + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Englische literatur; Lehrstil; Unterrichtsstil; Messdaten; Fakultät; Lehrerverhalten; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Vorhersage; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulleistung; Korrelation; Pfadanalyse
Abstract	Purpose: For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80. Design/methodology/approach: Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80. Findings: Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert). Research limitations/implications: Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement. Practical implications: In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers' psychological well-being and professional development. Social implications: The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers. Originality/value: The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01