Naslov
Second Language Teacher Motivation: The Role of Emotions and Emotion Regulation

Autori
Dumančić, Dino

Vrsta, podvrsta i kategorija rada
Ocjenski radovi, doktorska disertacija

Mjesto
Zagreb

Datum
25.02

Godina
2021

Stranica
233

Mentor
Martinović, Anna ; Burić, Irena

Ključne riječi
English language teachers, motivational beliefs, self-efficacy, self-concept, emotions, emotion regulation strategies, emotional labor

Sažetak
The goal of this study was to examine the relationship between motivational beliefs of L2 teachers and the emotions they experience while teaching and interacting with their learners. Another goal was to examine the mediating role of emotional labor in explaining the relationship between L2 teacher emotions and motivational beliefs. A total of 320 teachers of English partook in the study ; moreover, 92.5% were female and 7.5% were male. Most worked in primary schools (55%) and less than half in secondary (40.31%). Data was obtained by means of online teacher diary and questionnaire. The diary findings showed that L2 teachers mostly experienced satisfaction, joy, and pride, and frustration, irritability and disappointment. These were mainly caused by learners, or the teachers themselves, and tied to activities, such as grammatical, speaking, and writing-based. The teachers regulated both types of emotions by using down-regulation, suppression, and reappraisal. Their ideal selfimages rested on concepts such as expertise, success, motivation, emotional intelligence and competence. Majority of them was highly confident in their teaching abilities, regardless of the emotions experienced. Few exhibited low levels of self-efficacy. The quantitative segment revealed moderate levels of general teaching self-efficacy among the teachers. They felt more confident in their language abilities and less in facilitating language learning. L2 teachers had a somewhat clear understanding of who they strive to become as language teachers. They mostly experienced joy when dealing with students, but also fatigue in their line of work. To regulate them, majority showed their emotions openly, while few decided to suppress them. Pleasant emotions were positively tied to naturally felt emotions and deep acting, and negatively to surface acting. Conversely, unpleasant emotions were positively linked to surface acting, and negatively with the other two strategies. Three models were tested to investigate if emotions contribute in explaining self-efficacy and self-concept directly, as well as indirectly, by means of emotional labor. All models revealed both types of emotions as mediators between emotional labor strategies and the motivational variables. Pleasant emotions were positively related to deep acting and naturally felt emotions, and negatively to surface acting, which was positively related to unpleasant emotions. Pleasant emotions positively were positively related to all variables, except content knowledge, while unpleasant emotions were negatively associated with them.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Filologija

POVEZANOST RADA