Students’ Well-Being: The Mediating Roles of Grit and School Connectedness

Teachers' emotional states such as optimism and commitment have long been approved influential in second/foreign language education. Although many correlational investigations have been conducted on teacher optimism and commitment, their interaction and kinship with teachers' work engagement have been largely ignored in the literature. Considering this situation, the present mini-review aims to present the theoretical underpinnings, definitions, dimensions, and conceptualizations of these three important variables taken from positive psychology. Moreover, the present review can offer a number of practical implications for EFL teachers, teacher educators, program designers, school principals, and L2 researchers, and raise their awareness of the impact of inner emotions on teachers' academic performance. Finally, research gaps and future directions are provided for eager researchers to run similar and complementary studies in EFL contexts.

Section: Teacher Commitmentmentioning

confidence: 99%

The Role of EFL Teachers' Optimism and Commitment in Their Work Engagement: A Theoretical Review

Dong

2022

“…As a mental concept, it is characterized as a person’s connection to an ambiguous incentive or occurrence. Ambiguity may be characterized as the unpredictability of language learning circumstances, normally triggered by the incapability of deciding the suitable context for clues or other incentives in a particular circumstance, where ambiguity is found in a new, intricate, or clashing circumstance ( Nezhad et al, 2013 ; Han, 2021b ).…”

Section: Review Of the Literaturementioning

confidence: 99%

The Review on the Role of Ambiguity of Tolerance and Resilience on Students’ Engagement

Wang

Xia

2022

Due to the arrival of positive psychology (PP) in the development of teaching, the construct of engagement has been thrived and got a notable function in the educational arena. Alternatively, numerous individual differences, containing ambiguity of tolerance, have been taken into consideration as a result of the key role they can play in the process of learning, and thus, on different facets of the learners’ engagement. Furthermore, resilience is recommended to be an alternate and effective way of engaging English as a foreign language (EFL) learners. Also, it is a significant feature of the human adaptation system in which students can efficaciously manage and tackle stressful involvements despite their troubles and disasters. Given the eminence of both ambiguity tolerance and resilience in educational settings and the fact that little attention has been given to these constructs in foreign language learning, the present review makes an effort to scrutinize the impact of ambiguity of tolerance and resilience on EFL learners’ engagement. Succinctly, the fundamental roles of ambiguity tolerance and resilience in learners’ engagement were confirmed, and consistent with the conclusions drawn from the present review, some suggestions are set forth concerning the implications of this paper.

“…Teacher educators should try to address teacher wellbeing; they could assist them to manage their lessons and preliminary teaching practices, and provide them with tactics to thrive in their career in the long run (Birchinall et al, 2019;Han, 2021b). They should emphasize more on types of issues that encourage constructive emotions and adjust to negative ones in case of tension.…”

Section: Implications and Future Directionsmentioning

confidence: 99%

Well-Being of Teachers: The Role of Efficacy of Teachers and Academic Optimism

Kuo

2022

In previous decades, the well-being of teachers has been at the center of the attention of researchers in several practical investigations on various subjects such as language learning. The objective of this review is to clarify this construct and add new information on the predominance of the well-being of teachers and organize factors impacting it. Nevertheless, among factors influencing the levels of well-being, the focus of this review is on two constructs, namely, optimism “as a new concept in positive psychology,” societal theory, and collective school assets in education, and efficacy of teachers as an individual source in teachers. This review tries to focus on the eminent role of teacher efficacy and optimism in the process of education and also clarify their consequences on the well-being of teachers. In a nutshell, this review can provide implications for language teaching participants in the academic context.