Do well-being and emotion regulation predict L2-teacher grit?

This study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emot...

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Bibliographic Details
Published in:Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras 2024-01 (IX), p.153-171
Main Authors: SOLHI, MEHDI, ÜNSAL-GÖRKEMOĞLU, BÜŞRA, AZARI NOUGHABI, MOSTAFA, ATAY, DERIN
Format: Article
Language:English
Online Access:Get full text
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Summary:This study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers’ well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers’ perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.
ISSN:1697-7467
2695-8244
DOI:10.30827/portalin.viIX.29883