Alipour, S. H., Kashkouli, Z., & Ghadiri, M. (2021). Validating factor structure of the Persian version of emotion regulation strategies inventory among Iranian EFL university teachers. Applied Research on English Language, 10(1), 81-104. doi: 10.22108/ARE.2020.125317.1634
Barbieri, B., Sulis, I., Porcu, M., & Toland, M. D. (2019). Italian teachers’ wellbeing within the high school context: evidence from a large scale survey. Frontiers in Psychology. 10:1926. doi: 10.3389/fpsyg.2019.01926
Barcelos, A. M. F. & Ruohotie-Lyhty, M. (2018). Teachers’ emotions and beliefs in second language teaching: Implications for teacher education. In J. D. M. Agudo (Ed.). Emotions in Second Language Teaching: Theory, Research and Teacher Education (pp. 109-124). Cham: Springer.
Beltman, S. (2021). Understanding and examining teacher resilience from multiple perspectives. Cultivating teacher resilience, 11-26.
Benesch, S. (2017). Emotions and English language teaching: Exploring teachers’ emotion labor. Routledge.
Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System, 79, 60-69.
Benevene, P., De Stasio, S., & Fiorilli, C. (2020). Well-being of school teachers in their work environment. Frontiers in Psychology. 11:1239. doi: 10.3389/fpsyg.2020.01239
Bielak, J., & Mystkowska-Wiertelak, A. (2020). Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology. System, 90, 102208.
Borg, M. G. (1990). Occupational stress in British educational settings: A review. Educational Psychology, 10(2), 103-126.
Brewer, M. L., Van Kessel, G., Sanderson, B., Naumann, F., Lane, M., Reubenson, A., & Carter, A. (2019). Resilience in higher education students: A scoping review. Higher Education Research & Development, 38(6), 1105-1120.
Burić, I., Penezić, Z., & Sorić, I. (2017). Regulating emotions in the teacher’s workplace: Development and initial validation of the Teacher Emotion-Regulation Scale. International Journal of Stress Management, 24(3), 217. doi: 10.1037/str00 00035
Cam, N. T. (2021). “EFL teachers’ emotion regulation in response to onlineteaching at Van Lang University,” in 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021) (Paris: Atlantis Press), 80–87.
Campbell‐Sills, L., & Stein, M. B. (2007). Psychometric analysis and refinement of the connor–davidson resilience scale (CD‐RISC): Validation of a 10‐item measure of resilience. Journal of Traumatic Stress: Official Publication of the International Society for Traumatic Stress Studies, 20(6), 1019-1028.
Carson, R. L., & Templin, T. J. (2007). Emotional regulation and teacher burnout: Who says that the management of emotional expression doesn’t matter. In American Education Research Association Annual Convention, Chicago.
Chan, D. W. (2003). Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and Teacher Education, 19(4), 381-395.
Chang, M. L. (2020). Emotion display rules, emotion regulation, and teacher burnout. In Frontiers in Education (Vol. 5, p. 90). Frontiers Media SA.
Chang, M. L., & Taxer, J. (2021). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 27(5), 353-369.
Chen, J. (2020). Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019. Cambridge. J. Educ. 51, 327–357. doi: 10.1080/0305764X.2020.1831440
Chen, J., & Cheng, T. (2021). Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends. European Journal of Psychology of Education, 1-22.
Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and anxiety, 18(2), 76-82.
Court, S. (1996). The use of time by academic and related staff. Higher Education Quarterly, 50(4), 237-260.
Dewaele, J. M. (2017). Are perfectionists more anxious foreign language learners and users? In C. Gkonou, M. Daubney, & J. M. Dewaele (Eds.), New insights into language anxiety: Theory, research, and educational implications (pp. 70-90). Multilingual Matters.
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, 10,21-28. https://doi.org/10.3389/fpsyg.2019.02128.
Doney, P. A. (2013). Fostering resilience: A necessary skill for teacher retention. Journal of Science Teacher Education, 24(4), 645-664.
Gabrys-Barker, D., & Galajda, D. (Eds.). (2016). Positive psychology perspectives on foreign language learning and teaching. Springer.
Gill, M. G., & Hardin, G. (2014). A “hot” mess: Impacting the relation between teachers’ beliefs and emotions. In H. Fives & M. G. Gill (Eds.), International handbook on teachers’ beliefs (pp. 230– 245). New York: Routledge.
Gillespie, N. A., Walsh, M., Winefield, A. H., Dua, J., & Stough, C. (2001). Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress. Work & Stress, 15(1), 53-72.
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. doi: 10.1016/j.system. 2020.102446
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26, 1e26.
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 3-20). New York, NY: The Guilford Press
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of general psychology, 2(3), 271-299.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362.
Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach. Journal of Applied Research in Higher Education. doi: 10.1108/JARHE-08-2020-0260 Chang.
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(1), 491-525.
Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers’ emotions and emotion regulation strategies: Self- and students’ perceptions. Teaching and Teacher Education, 54, 22–31.
Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching, 20(5), 530-546.
Karimi, M. & Mofid, M. (in press). Teachers as emotional agents: contributions of an online asynchronous teacher education initiative. Language Related Research.
Kieschke, U., & Schaarschmidt, U. (2008). Professional commitment and health among teachers in Germany: A typological approach. Learning and Instruction, 18(5), 429-437.
Kinman, G. (1998). Pressure points: A survey into the causes and consequences of occupational stress in UK academic and related staff. London: Association of University Teachers (AUT).
Kinman, G. (2001). Pressure points: A review of research on stressors and strains in UK academics. Educational Psychology, 21(4), 473-492.
Kinman, G., & Wray, S. (2013). Higher stress: A survey of stress and well-being among staff in higher education (p. 52). United Kingdom: University and College :union: (UCU). Retrieved from https://www.ucu.org.uk/media/5911/Higher-stress-a-survey-of-stress-and-well-being-among-staff-inhigher-education-Jul-13/pdf/HE_stress_report_July_2013.pdf
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research. 4, 444–452. doi: 10.33902/JPR.2020062805
Kutsyuruba, B., Godden, L., & Bosica, J. (2019). The impact of mentoring on the Canadian early career teachers’ well-being. International Journal of Mentoring and Coaching in Education.
Loh, C. E., & Liew, W. M. (2016). Voices from the ground: The emotional labour of English teachers’ work. Teaching and Teacher Education, 55, 267–278.
Macdonald, D. (1999). Teacher attrition: A review of literature. Teaching and teacher education, 15(8), 835-848.
Mercer, S., & Kostoulas, A. (Eds.). (2018). Language teacher psychology. Multilingual Matters.
Olivier, M. A. J., & Venter, D. J. L. (2003). The extent and causes of stress in teachers in the George region. South African journal of education, 23(3), 186-192.
Pithers, R. T. (1995). Teacher stress research: Problems and progress. British Journal of Educational Psychology, 65(4), 387-392.
Richards, J. C. (2020). Exploring emotions in language teaching. RELC J. 1–15. doi: 10.1177/0033688220927531
Shuman, V., & Scherer, K. R. (2015). Emotions, psychological structure of. International Encyclopedia of Social and Behavioral Science. 526–533. doi: 10.1016/B978-0-08-097086-8.25007-1
Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: interdisciplinary perspectives. European Journal of Psycho-traumatology, 5(1), 25338.
Stainton, A., Chisholm, K., Kaiser, N., Rosen, M., Upthegrove, R., & Ruhrmann, S., (2018). Resilience as a multimodal dynamic process. Early Intervention in Psychiatry. 13, 725–732. doi: 10.1111/eip.12726
Sutton, R. (2010). Why these ideas work, but seem weird. Design Management Review, 15(1), 43-49.
Sutton, R. E., & Harper, E. (2009). Teachers’ emotion regulation. In L. J. Saha, & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 389-401). Springer.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358.
Talbot, K., & Mercer, S. (2018). Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41(4), 410-432.
Tamir, M. (2016). Why do people regulate their emotions? A taxonomy of motives in emotion regulation. Personality and Social Psychology Review, 20(3), 199-222.
Toraby, E. & Modarresi, G. (2018). EFL teachers’ emotions and learners’ views of teachers’ pedagogical success. International Journal of Instruction, 11(2), 513-526.
Tytherleigh, M. Y., Webb, C., Cooper, C. L., & Ricketts, C. (2005). Occupational stress in UK higher education institutions: A comparative study of all staff categories. Higher Education Research & Development, 24(1), 41-61.
University and College :union: (UCU). (2016). UCU workload survey 2016 (p. 6). United Kingdom. Retrieved from https://www.ucu.org.uk/media/8196/Executive-summary—Workload-is-aneducation-issue-UCU-workload-survey-report-2016/pdf/ucu_workloadsurvey_summary_jun16.pdf (June, 2022).
Wang, Y., Derakhshan, A., & Rahimpour, H. (2022). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study. Journal of Multilingual and Multicultural Development, 1-18. doi: 10.1080/01434632.2022.2042540
Wang, F., & Ye, Z. (2021). On the role of EFL/ESL teachers’ emotion regulation in students’ academic engagement. Frontiers in Psychology. 12:758860. doi: 10.3389/fpsyg. 2021.758860
Wiley, C. (2000). A synthesis of research on the causes, effects, and reduction of strategies of teacher stress. Journal of Instructional Psychology, 27(2), 80-87.
Zhaleh, K., Ghonsooly, B., & Pishghadam, R. (2018). Effects of conceptions of intelligence and ambiguity tolerance on teacher burnout: A case of Iranian EFL teachers. Journal of Research in Applied Linguistics, 9(2), 118-140.
Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57,105-122.
Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of Foreign Language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(1), 1-19.
Language Related Research