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Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: examining possible relationships
16 references·1 citing·46 second hop
Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: examining possible relationships (2022)Iranian EFL teachers’ reflective teaching…Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021)Researching and Practicing Po…Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers (2021)Emotion regulation and psycho…Motivational Dynamics in Language Learning (2014)Motivational Dynamics in Lang…Appraisal Theories of Emotion: State of the Art and Future Development (2013)Appraisal Theories of Emotion…Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009)Understanding teacher identit…Emotion regulation: Conceptual foundations (2007)Emotion regulation: Conceptua…Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review (2006)Reporting Structural Equation…Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. (2003)Individual differences in two…The emotional practice of teaching (1998)The emotional practice of tea…The Emerging Field of Emotion Regulation: An Integrative Review (1998)The Emerging Field of Emotion…Levels of Analysis and the Organization of Affect (1998)Levels of Analysis and the Or…Becoming a critically reflective teacher (1996)Becoming a critically reflect…Reflective Teaching in Second Language Classrooms (1995)Reflective Teaching in Second…Reflective Teaching in Second Language Classrooms (1994)Reflective Teaching in Second…The reflective practitioner: How professionals think in action (1984)The reflective practitioner: …How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (1934)How We Think: A Restatement o…Uncovering the impacts of technology literacies and acceptance on emotion regulation, resilience, willingness to communicate, and enjoyment in Intelligent Computer-Assisted Language Assessment (ICALA): an experimental study (2024)Uncovering the impacts of tec…Psychological stress and the coping process (1966)Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. (1998)Emotion regulation: Affective, cognitive, and social consequences (2002)Emotional intelligence: An integrative meta-analysis and cascading model. (2010)Dealing with feeling: A meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. (2012)Emotional intelligence predicts academic performance: A meta-analysis. (2019)Power analysis and determination of sample size for covariance structure modeling. (1996)Principles and Practice of Structural Equation Modeling (1998)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Reporting practices in confirmatory factor analysis: An overview and some recommendations. 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(1988)Know Thyself and Become What You Are: A Eudaimonic Approach to Psychological Well-Being (2006)Psychological Well-Being Revisited: Advances in the Science and Practice of Eudaimonia (2013)Effective Reflective Practice (2002)Developing fundamental principles for teacher education programs and practices (2006)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing (1999)Knowledge and Organization: A Social-Practice Perspective (2001)Managing the co-creation of value (2007)Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms (2000)Teachers' Narrative Inquiry as Professional Development (2002)Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007)Reflection in teacher education: Towards definition and implementation (1995)Non‐formal learning and tacit knowledge in professional work (2000)Informal learning in the workplace (2004)
this work references cited by second hop

References

  • 1984The reflective practitioner: How professionals think in action19,752 cited
  • 2003Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being.11,904 cited
  • 1998The Emerging Field of Emotion Regulation: An Integrative Review9,898 cited
  • 2006Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review6,936 cited
  • 1934How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process5,349 cited
  • 1996Becoming a critically reflective teacher3,754 cited
  • 2007Emotion regulation: Conceptual foundations3,233 cited
  • 2009Understanding teacher identity: an overview of issues in the literature and implications for teacher education2,415 cited
  • 1998The emotional practice of teaching1,787 cited
  • 1994Reflective Teaching in Second Language Classrooms1,775 cited
  • 2013Appraisal Theories of Emotion: State of the Art and Future Development1,672 cited
  • 2021Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions760 cited
  • 2014Motivational Dynamics in Language Learning657 cited
  • 1995Reflective Teaching in Second Language Classrooms605 cited

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1998
Levels of Analysis and the Organization of Affect
564 cited
  • 2021Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers518 cited
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    • 2024Uncovering the impacts of technology literacies and acceptance on emotion regulation, resilience, willingness to communicate, and enjoyment in Intelligent Computer-Assisted Language Assessment (ICALA): an experimental study19 cited