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Luo, Yan; Xie, Meng; Lian, Zhixin
doi: 10.1007/s40299-019-00437-5pmid: N/A
This study aimed to examine Chinese college students' engagement and satisfaction with their university learning experience. In particular, the study focused on emotional engagement and how it was associated with student satisfaction. Nationally representative data from the 2012 China College Student Survey (CCSS) which drew from 55 higher education institutions (N = 67,182; 45.6% female) indicated that Chinese students had high levels of emotional engagement. Emotional engagement positively predicted student satisfaction and also moderated the effect of cognitive engagement on satisfaction. Educational implications are discussed.
doi: 10.1007/s40299-019-00466-0pmid: N/A
Perfectionism is multidimensional and includes perfectionistic striving (ceaseless pursuit of very high performance standards) and perfectionistic concerns (excessive self-criticism over one’s inability to live up to unrealistically high expectations). Previous studies generally suggest that both perfectionistic striving and perfectionistic concerns are highly related to emotions; however, little research has been conducted on how perfectionism and its distinct components relate to key academic emotions such as hope towards one’s test performance. This study aimed to examine the relationship between perfectionism and test-related hope, and the mediating role of self-compassion. A sample of Chinese primary students (N = 1051) were recruited to complete measures of perfectionism, self-compassion and test-related hope. Structural equation modeling showed that perfectionistic striving was associated with higher test-related hope, and perfectionistic concerns with lower test-related hope. Partial mediation effects of self-compassion on the relationship between dimensions of perfectionism and test-related hope were also found. The findings contribute to our understanding of how perfectionism is related to emotion constructs in competitive contexts. Implications pertaining to future directions in research and practice will be discussed.
Caleon, Imelda; Ilham, Nur; Ong, Chin; Tan, Jennifer
doi: 10.1007/s40299-019-00440-wpmid: N/A
Gratitude, like other positive emotions, has been theorized to help individuals build psychological and social resources and promote resilience and well-being. Some scholars suggest that gratitude may not generate positive outcomes in all cultures. In this study, we examined the relationship of gratitude with school resilience and school well-being, and the potential mediating role of relatedness with key social partners within an Asian cultural context. Participants in the study were 190 secondary students attending one school in Singapore. Results revealed that gratitude was positively associated with school resilience; relatedness with significant others partially mediated this association. The final model also showed a significant sequential pathway from gratitude to relatedness (with significant others), then to school resilience and then to school well-being. Practical implications and limitations of this study are presented.
Nalipay, Ma.; Mordeno, Imelu; Semilla, J-roel; Frondozo, Cherry
doi: 10.1007/s40299-019-00467-zpmid: N/A
Although there are studies that link both implicit beliefs and emotions with well-being, most of these studies have been conducted in a domain-general context. The aim of this study was to contextualize these findings in the teaching context by examining the role of implicit beliefs about teaching ability in teacher emotions and satisfaction. This study draws on two theories of emotions: appraisal theories of emotion and broaden-and-build theory of positive emotions in order to understand the roles of cognition (i.e., implicit beliefs about teaching ability: incremental and entity beliefs) and emotions (i.e., teacher emotions: enjoyment, anger, and anxiety) in teaching satisfaction. Using data from a sample of 413 Filipino pre-service teachers, results of structural equation modeling provided support for a model of incremental beliefs about teaching ability predicting teaching satisfaction through teacher emotion of enjoyment. The findings of the study underscore the important role of implicit beliefs about the malleability of teaching ability and positive emotions toward the teaching experience in pre-service teachers’ teaching satisfaction.
Zhang, Ye; Zhang, Shanshan; Hua, Weiyan
doi: 10.1007/s40299-019-00446-4pmid: N/A
According to the job demands-resource model, job situation and personal resources are important predictors of work engagement. This study aimed at examining the mediating effect of teachers’ coping styles in the relationship between psychological capital and teacher burnout, and in the relationship between occupational stress and teacher burnout. A sample of 386 teachers from primary and secondary schools in China was approached to respond to questionnaires. Structural equation modelling was used to test the hypotheses. Results of variable modelling revealed that (a) psychological capital has a protective role and occupational stress has a risk role in teacher burnout (b) a positive coping style is a significant mediator in the relationship between psychological capital and teacher burnout (c) a negative coping style is a significant mediator in the relationship between occupational stress and teacher burnout (d) a positive coping style is only a significant mediator in a more than 10 years teaching experience model compared to a less than 10 years model. The study results can shed light on the role of coping styles on teacher burnout and provide suggestions on how school administrators could reduce teacher burnout.
Zhang, Ye; Zhang, Shanshan; Hua, Weiyan
doi: 10.1007/s40299-019-00465-1pmid: N/A
In the original published article, Table 1 and Fig. 1 were published incorrectly. The correct version is provided in this correction.
doi: 10.1007/s40299-018-00430-4pmid: N/A
Despite the crucial importance of teacher impact for a wide range of student and teacher outcomes, it is not clear whether any individual-level factors precede teacher passion and if so how. Drawing on self-regulation theory and the self-regulatory strength model, I propose a theoretical reciprocal model in which teachers’ sleep quality predicts their work enjoyment and engagement in cooperative interaction with others in school, both of which lead to greater work passion. In turn, higher levels of work passion have a reciprocal effect on the teachers’ sleep quality. The model is tested using experience sampling method (ESM) data collected from 137 teacher leaders in Hong Kong and 79 teacher leaders in Shanghai. Teacher leaders responded to short ESM questionnaires three times a day for ten consecutive working days. The results of cross-lagged path analysis support the hypothetical model. The results are interpreted as that nurturing teacher passion is partly a within-person process; teachers’ passion can stem from their own work enjoyment and positive interaction with others in schools, for both of which good quality sleep is helpful.
doi: 10.1007/s40299-019-00468-ypmid: N/A
In contrast to a burgeoning research literature on the role of emotions in learning and instruction in Western culture, research on how emotions impact student and teacher development in Asian countries is lacking. The present paper reviews seven publications included in the 2019 Special Issue of The Asia–Pacific Education Researcher examining the role of emotions in Asian learners and in Asian educators. Three studies conducted with Asian students across education levels (primary, secondary, post-secondary) and countries (China, Singapore) explored students’ emotions ranging from global constructs (engagement, satisfaction) to discrete experiences (hope, gratitude) in relation to personality, self-regulation, persistence, and contextual variables (perfectionism, self-compassion, resilience, relatedness). Four studies additionally investigated the emotional experiences of pre-service and practicing Asian teachers (China, Hong Kong, Philippines) in relation to varied motivational variables (self-efficacy, self-theories, passion, psychological capital), social-environmental factors (cooperative interactions, practicum evaluations), as well as psychological and physical health (coping styles, burnout, sleep quality). Study findings and protocols are discussed with respect to specific directions for future research on academic emotions in an Asian educational context.
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