Do well-being and emotion regulation predict L2-teacher grit?

Solhi M., Ünsal Görkemoğlu B., Noughabi M. A., Atay D.

PORTA LINGUARUM, sa.Special Issue IX, ss.153-171, 2024 (AHCI, SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2024
  • Doi Numarası: 10.30827/portalin.viix.29883
  • Dergi Adı: PORTA LINGUARUM
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, MLA - Modern Language Association Database, DIALNET
  • Sayfa Sayıları: ss.153-171
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet

Özet

This study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers' well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers' perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.