The role of hope in language teachers' changing stress, coping, and well-being

MacIntyre, Peter D.; Mercer, Sarah; Gregersen, Tammy; Hay, Andrew

doi:10.1016/j.system.2022.102881

Cited by 16 publications

(8 citation statements)

References 49 publications

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“…Although many educators preferred to use functional coping strategies more often, all educators used some dysfunctional coping strategies (Klapproth et al, 2022). In two international studies of educators from Japan, Canada, the USA, Turkey and Austria conducted early in the pandemic and then 8 months later, MacIntyre et al (2020MacIntyre et al ( , 2022 found that more educators used adaptive coping strategies (which they referred to as approach coping strategies) and that use of these strategies was positively associated with self-assessments of wellbeing, resilience, growth and health at both points in time. Conversely, greater use maladaptive coping strategies (i.e.…”

Section: Discussionmentioning

confidence: 99%

Coping is crucial : exploring relations between K-12 educators and staff coping strategies, perceived stress and psychological wellbeing

Savage¹,

Woloshyn²

2022

IJEE

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This causal comparative study explored K-12 educators’ and school staff’s self-reported levels of well-being, perceived stress, and use of coping strategies. An online survey was administered to 686 educators consisting of teachers, school administrators, professional support staff, administrative support staff and other school staff in a medium-sized schoolboard in Southern Ontario, Canada. The results show that educators reported overall low scores of wellbeing and higher levels of perceived stress as compared to the general population. Female educators reported significantly higher perceived stress than their male colleagues. A k-means cluster analysis of the educators’ coping strategies identified four unique clusters which were significantly different from each other. It was shown that participants in two of the clusters, consisting of approximately 32% of the participants in this study, used maladaptive coping strategies more frequent and that the participants in these two clusters exhibited significantly poorer wellbeing and significantly more perceived stress than their colleagues in the other two clusters. The limitations and practical implications of this study are discussed.

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Section: Discussionmentioning

confidence: 99%

Coping is crucial : exploring relations between K-12 educators and staff coping strategies, perceived stress and psychological wellbeing

Savage¹,

Woloshyn²

2022

IJEE

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“…Alqarni (2021) points out that meaning and accomplishment outweigh the other factors of PERMA framework. MacIntyre et al (2022) report hope, which is related to the sense of meaning in life, contributes to psychological and physical health. Shao (2023) highlights that motivated teachers, who have a sense of purpose in their work, are likely to overcome difficulties.…”

Section: Meaningmentioning

confidence: 99%

“…Shanmugam and Hidayat (2022) point out achievement affects changes in grit and well-being. MacIntyre et al (2019) state that conscientiousness is closely linked to accomplishment and well-being. The sense of achievement brings high levels of satisfaction to teachers.…”

Section: Achievementmentioning

confidence: 99%

PERMA Model and EFL Teachers’ Well-Being: A Systematic Review

Nguyen Thi Minh

2024

JKLST

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The purpose of this paper is to review recent researches from 2019 to 2024 related to the application of the PERMA model to have deeper insights about EFL teachers’ well-being. Based on the PRISMA guidelines, the review analyses findings from those studies focusing on Positive Emotions, Engagement, Relationships, Meaning, and Achievement. The review highlights how each factor brings positive effects to teachers’ well-being and the effectiveness of their teaching. It aims to find out the strengths and limitations of the current studies and fill in the gap in literature in this field. The result will offer practical applications of the framework to enhance the well-being of EFL teachers. Google Scholar is used to include the recent studies which are published in English. Further research should include a wide range of databases and study how this model has been applied in different educational contexts and diverse cultures to achieve the generalizability in this field.

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“…In light of the seminal research conducted by Dewaele and MacIntyre (2014), which pioneered the examination of both positive and negative emotions, a subsequent proliferation of empirical studies on emotions in the field of second language acquisition (SLA) has occurred. This body of research includes positive emotions, particularly enjoyment, joy, and hope (Dewaele, Botes, & Greiff, 2023;Huang, 2022;Johnson, 2019;MacIntyre, Mercer, Gregersen, & Hay, 2022;Zhao, 2023), along with negative emotions such as anxiety, anger, distress, sadness, and shame (Teimouri, Goetze, & Plonsky, 2019). However, other emotions commonly experienced by learners, such as foreign language learning boredom (FLLB), have received less attention in the literature and remain underexplored (Li, 2022;Li & Dewaele, 2020;Li & Wei, 2022;Zhao & Wang, 2023).…”

Section: Introductionmentioning

confidence: 99%

Modeling the Contribution of Anxiety, Enjoyment, and Classroom Environment to Boredom among Students of English as a Foreign Language Students

Alenazi,

Bensalem

2024

VIAL

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Over the past few years, there has been a surge in scholarly attention about the role of emotions in second-language acquisition. There is a consensus among researchers that emotions play a crucial part in learning a new language. The emotional experiences of language learners, such as anxiety, enjoyment, and motivation, have been studied, and strategies to promote positive emotions and decrease negative emotions have been identified. Motivated by a recent academic interest in boredom, this study investigated the effects of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), and classroom environment (CE) on learners' foreign language learning boredom (FLLB). A sample of 481 college students enrolled in English classes took part in the study. There were significant correlations of FLCA, FLE, and FLLB with CE. Structural equation modeling (SEM) analysis revealed that students' FLCA, FLE, and CE were significant predictors of their FLLB, with FLCA being the strongest predictor, followed by FLE and CE. The independent predictive effects of FLCA, FLE, and CE outweighed the interactive effects between CE and FLCA, CE and FLE, and FLCA and FLE. Pedagogical implications are discussed based on the results.

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The role of hope in language teachers' changing stress, coping, and well-being

Cited by 16 publications

References 49 publications

Coping is crucial : exploring relations between K-12 educators and staff coping strategies, perceived stress and psychological wellbeing

Coping is crucial : exploring relations between K-12 educators and staff coping strategies, perceived stress and psychological wellbeing

PERMA Model and EFL Teachers’ Well-Being: A Systematic Review

Modeling the Contribution of Anxiety, Enjoyment, and Classroom Environment to Boredom among Students of English as a Foreign Language Students

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