Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136. https://doi.org/10.1016/j.learninstruc.2018.05.006
Amini, A., Pishghadam, & Saboori, R. F. (2019). On the role of language learners’ psychological reactance, teacher stroke, and teacher success in the Iranian context. Journal of Research in Applied Linguistics, 10(2), 25–43.
Azari Noughabi, M., Fekri, N., & Kazemkhah Hasankiadeh, F. (2022). The contribution of psychological well-being and emotion-regulation to foreign language teaching enjoyment. Frontiers in Psychology, 13, 889133. https://doi.org/10.3389/fpsyg.2022.889133
Bakker, A. B., & Schaufeli, W. B. (2008). Positive organizational behavior: Engaged employees in flourishing organizations. Journal of Organizational Behavior, 29(2), 147-154. https://doi.org/10.1002/job.515
Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System 79, 60-69. https://doi.org/10.1016/j.system 2018.03.015
Burić, I., & Macuka, I. (2018). Self-efficacy, emotions and work engagement among teachers: a two wave cross-lagged analysis. Journal of Happiness Studies, 19, 1917-1933. https://doi.org/10.1007/s10902-017-9903-9
Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104, 726-742. http://doi.org/10.1037/a0028613
Dagenais-Desmarais, V., & Savoie, A. (2012). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13, 659-684. https://doi.org/10.1007/s10902-011-9285-3
Derakhshan, A., Dewaele, J-M., & Azari Noughabi (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, 102890. https://doi.org/10.1016/j.system.2022.102890
Derryberry, D., & Tucker, D. M. (1994). Motivating the focus of attention. In P. M. Neidenthal, & S. Kitayama (Eds.), The heart's eye: Emotional influences in perception and attention (pp. 167-196). Academic Press.
Dewaele, J-M. (2020). If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra. In O. Mentz & K. Papaja (Eds.), Focus on language: Challenging language learning and language teaching in peace and global education (pp. 8-10). Lit Verlag.
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M., Satio, K., & Halimi, F. (2022) How teacher behavior shapes foreing language learners enjoyment, anxiety and motivation: A mixed modelling longitudinal investigation. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221089601
Dewaele, J-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of FL learning? In D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive Psychology in SLA (pp. 215-236). Multilingual Matters. https://doi.org/10.21832/9781783095360-010
Dewaele, J-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety in the FL classroom: The effect of teacher and learner variables. Language Teaching Research, 22, 676-697. https://doi.org/10.1177/1362168817692161
Frenzel, A. C., Becker-Kurz, B., Pekrun, R., & Goetz, T. (2015). Teaching this class drives me nuts! Examining the person and context specificity of teacher emotions. PLoSONE, 10(6), e0129630. https://doi.org/10.1371/journal.pone.0129630
Frenzel, A.C., Daniels, L., & Buric, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(6), 1-15.
Garg, P., & Rastogi, R. (2009). Effect of psychological wellbeing on organizational commitment of employees. Journal of Organizational Behavior, 8(2), 42-51. Retrieved from https://www.academia.edu/download/53424052/weelbeing.pdf
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/10.1016/j.system.2020.102446
Ho, S. K., Chan, H., Chan, E. S. S., Fung, K. K., & Hung, S. S. L. (2021). A preliminary psychometric investigation of a Chinese version of the engaged teachers scale (C-ETS). Frontiers in Education, 6, 676835 https://doi.org/10.3389/feduc.2021.676835
Hu, L. T., & Bentler, P. (1995). Evaluating Model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 76–99). Sage Publications.
Hughes, J. N., & Cao, Q. (2018). Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement. Journal of School Psychology, 67, 148-162. https://doi.org/10.1016/j.jsp. 2017. 10.003
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525. https://doi.org/10.2307/40071173
Keyes, C. L. M. (2006). Subjective well-being in mental health and human development research worldwide: An introduction. Social Indicators Research, 77(1), 1-10. https://doi.org/10.1007/s11205-005-5550-3
Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology, 104, 150-165. https://doi.org/10.1037/a0026253
Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: Development of the Engaged Teachers Scale (ETS). Frontline Learning Research, 2, 33-52. https://doi.org/10.14786/flr.v1i2.44
Kline, R. B. (2016). Principles and practice of structural equation modeling. Fourth Edition. The Guilford Press.
Kong, X. (2021). Chinese English as a foreign language teachers’ self-efficacy and psychological well-being as predictors of their work engagement. Frontiers in Psychology, 12, 788756. https://doi.org/10.3389/fpsyg.2021.788756
Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 102393. https://doi.org/10.1016/j.system.2020.102393
Liu, L., Fathi, J., Allahvesi, S.P., & Kamran. K. (2023). A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. Frontiers in Psychology, 14:1137357. doi: 10.3389/fpsyg.2023.1137357
MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4
Mercer, S. (2019). Language learner engagement: Setting the scene. In Gao, X. (Ed.), Second Handbook of English Language Teaching (pp. 643-660). Springer. https://doi.org/10.1007/978-3-030-02899-2_40
Mercer, S., Jin, J., Babic, S., Mairitsch, A., Lanvers, U., & King, J. (2020, March). The wellbeing of early-career stage language teachers: An ecological perspective. In The 2020 conference of the American association for applied linguistics (AAAL).
Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers’ professional well-being. In D. Gabry´s-Barker, & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 213-230). Springer International Publishing.
Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121-130. https://doi.org/10.1016/j.ijer.2017.07.006
Moskowitz, S., & Dewaele, J.M. (2020). Through the looking glass of student perception: How foreign language students see teacher trait emotional intelligence and why it matters. Studies in Second Language Learning and Teaching, 10(2), 239-256. http://dx.doi.org/10.14746/ssllt.2020.10.2.2
Moskowitz, S., & Dewaele, J.M. (2021). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching, 15(2), 117-130. https://doi.org/10.1080/17501229.2019.1707205
Moskowitz, S., Dewaele, J.M., & Resnik. P. (2022). Beyond the boundaries of the self: Applying relational theory towards an understanding of the teacher-student relationship as a driver of motivation in foreign language learning. Journal for the Psychology of Language Learning, 4(2), e429622. https://doi.org/10.52598/jpll/4/2/5
Ouweneel, E., Le Blanc, P. M., Schaufeli, W. B., & van Wijhe, C. I. (2012). Good morning, good day: A diary study on positive emotions, hope, and work engagement. Human Relations, 65(9), 1129-1154. https://doi.org/10.1177/0018726711429382
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Frenzel A. C., & Goetz, T. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. Schultz, & R. Pekrun (Eds.), Emotion in education (pp. 13-36). Academic Press.
Peterson, C. (2006). A primer in positive psychology. Oxford University Press.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365-386). Springer. https://doi.org/10.1007/978-1-4614-2018-7_17
Pishghadam, R., Ebrahimi, S., Rajabi Estarabadi, A., & Parsae, A. (2023). Emotions and success in education: From apathy to transpathy. Journal of Cognition, Emotion and Education, 1(1), 1-16.
Pishghadam, R., & Naji Meidani, E. (2023). Emotion in second and foreign language education. In Language and Emotion: An International Handbook (pp. 2218-2236). De Gruyter Mouton.
Pishghadam, R., Naji Meidani, E., & Khajavy, G.H. (2015). Language teachers’ conceptions of intelligence and their roles in teacher care and teacher feedback. Australian Journal of Teacher Education, 40(1), 60-82.
Proietti Ergün, A. L., & Dewaele, J.M. (2021). Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian? System, 99, 102506. https://doi.org/10.1016/j.system.2021.102506
Roza, J. M., Frenzel, A. C., & Klassen, R. M. (2021). The teacher-class relationship. Zeitschrift für Pädagogische Psychologie, 36(1-2), 115-132. https://doi.org/10.1024/1010-0652/a000322
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological wellbeing. Journal of Personality and Social Psychology, 57(6), 1069-1081. https://doi.org/10.1037/0022-3514.57.6.1069
Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment & Human Development, 14(3), 213-231. https://doi.org/10.1080/14616734.2012.672262
Sandilya, G., & Shahnawaz, G. (2018). Index of psychological well-being at work-validation of tool in the Indian organizational context. Vision, 22, 174-184. https://doi.org/10.1177/0972262918766134
Schaufeli, W. B., Salanova, M., Gonzalez-roma, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://doi.org/10.1023/A:1015630930326
Sisask, M., Värnik, P., Värnik, A., Apter, A., Balazs, J., Balint, M., et al. (2014). Teacher satisfaction with school and psychological well-being affects their readiness to help children with mental health problems. Health Education Journal, 73, 382-393. https://doi.org/10.1177/0017896913485742
Thorsteinsen, K., & Vittersø, J. (2020). Now you see it, now you don’t: solid and subtle differences between Hedonic and Eudaimonic wellbeing. The Journal of Positive Psychology, 15, 519-530. https://doi.org/10.1080/17439760.2019.1639794
Watt, H. M. G., & Richardson, R. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. The Journal of Experimental Education, 75, 167-202. https://doi.org/10.3200/JEXE.75.3.167-202
Wubbels, T., Brekelmans, M., Brok, P., Wijsman, L., Mainhard, T., & Tartwijk, J. (2014). Teacher-student relationships and classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd Ed.) (pp. 363-386). Routledge.
Yang, S., Azari Noughabi, M., Botes, E., & Dewaele, J.-M. (2023). Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop. Studies in Second Language Learning and Teaching, 13(1), 17-38. https://doi.org/10.14746/ssllt.32358