文献类型：期刊文献

英文题名：Examining the role of psychological wellbeing in EFL teachers' pedagogical effectiveness and professional success: A structural equation modeling analysis

作者：Mao, Miaowei[1];Zhang, Meng[1]

机构：[1]Guangdong Ocean Univ, Fac Foreign Languages, Dept English, Zhanjiang 524088, Peoples R China

年份：2025

卷号：259

外文期刊名：ACTA PSYCHOLOGICA

收录：SSCI(收录号：WOS:001559087800003)、、Scopus(收录号：2-s2.0-105012596220)、WOS

基金：This study is supported by Teaching Quality and Reform Project for Undergraduate Education in Guangdong Province: Reform and Research on the Data-Driven Teaching Model for the Comprehensive English Course (No. 010203162501) ; Educational Science Planning Project (Higher Education Special) of Guangdong Province: Study on Digital Practice of Foreign Language Ideological and Political Education in Universities of Guangdong from the Perspective of Educational Ecology (No. 2023GXJK302) ; MOE (Ministry of Education in China) Liberal arts and Social Sciences Foundation (No. 24YJC740088) ; Research on the Application of a Flipped Classroom-Based Project-Based Teaching Model in the University English Extension Course " Chinese Culture Translation " (No. J22150) ; The Guangdong Philosophy and Social Science Foundation Regular Project (No. GD24YWY06) .

语种：英文

外文关键词：EFL teacher; Positive psychology; Teacher emotions; Psychological wellbeing; Pedagogical effectiveness; Professional success; SEM analysis

外文摘要：The role of teachers' psychological and affective factors in their pedagogy and practice has been widely reported in the recent literature. However, the correlation and predicting role of English as a foreign language (EFL) teachers' psychological wellbeing (PWB) in their pedagogical effectiveness and professional success has been left unaddressed. To fill this gap, this study used three questionnaires in a survey of 621 Chinese EFL teachers' perceptions of the interplay of PWB, pedagogical effectiveness, and professional success. The results of structural equation modeling (SEM) and correlation analysis showed a strong and positive correlation among the three constructs. Moreover, regression analysis revealed that teachers' PWB could predict variances noted in their pedagogical effectiveness and professional success. The results are theoretically and empirically discussed and significant implications are presented to EFL teachers and teacher educators regarding the impact of emotionality on L2 teachers' pedagogical effectiveness and professional success.