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What do we know about L2 teachers' emotion regulation? A bibliometric analysis of the pertinent literature

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References

1985Stress, appraisal, and coping31,975 cited
1998The Emerging Field of Emotion Regulation: An Integrative Review9,898 cited
2001Conservation of resources theory: Applications to stress and management in the workplace.854 cited
1949The Ego and the Mechanisms of Defence778 cited
2021Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions760 cited
2021Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers518 cited
2012Affect: The Role of Language Anxiety and Other Emotions in Language Learning282 cited
2020Effects of Age and Gender in Emotion Regulation of Children and Adolescents253 cited
2023Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding222 cited
2021Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation210 cited
2020Using Q methodology: Sorting out subjectivity in educational research188 cited
2015The Job Demands‐Resources Model186 cited
2022Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China167 cited
2023

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Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health

160 cited

2023The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement133 cited

2023Modeling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis120 cited

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2024The Contribution of Teacher Self‐Efficacy, Resilience and Emotion Regulation to Teachers' Well‐Being: Technology‐Enhanced Teaching Context71 cited
2024Chinese EFL Teachers’ Perceptions of Positive Emotionality and Emotion Regulation Strategies: A Qualitative Study65 cited
2023On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers62 cited
2024Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework54 cited
2024Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment53 cited
2024Validating the AI-assisted second language (L2) learning attitude scale for Chinese college students and its correlation with L2 proficiency46 cited
2024Exploring challenges in academic language-related skills of EFL learners in Chinese EMI settings35 cited
2025Giving Away the Immersive L2 Learning Experiences in GenAI ‐Mediated Contexts: The Contributions of Cognitive and Affective Factors35 cited
2025Modelling College Students' Acceptance to Use Generative Artificial Intelligence for Second Language Learning: A Theory of Planned Behaviour Perspective17 cited