Delving into Teacher Stroke, Time Perspective and Creativity: Insights from EFL Students’ Perceptions

Abbasian, M., & Modarresi, G. (2022). Tapping into software for oral communication: A comparative study of Adobe Connect and Skype. Journal of Business, Communication & Technology, 1(2), 34-43. https://doi.org/10.56632/bct.2022.1204

Alasmari, N. J., & Althaqafi, S. A. (2021). Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy. Language Teaching Research, 28(6). https://doi.org/10.1177/13621688211046351

Alipour, M., & Modarresi, Gh. (2024). Investment, teacher credibility and academic achievement: A mixed-methods study. The Journal of Asia TEFL, 21(3), 688-697. http://doi.org/10.18823/asiatefl.2024.21.3.11.688

Baird, H. M., Webb, T. L., & Sirios, F. M. (2021). Understanding the effects of time perspective: A meta-analysis testing a self-regulatory framework. Psychological Bulletin, 147 (3), 233-267. https://doi.org/10.1037/bul0000313

Bergadaa, M. M. (1990). The role of time in the action of the consumer. The Journal of Consumer Research, 17(3), 289-302. https://doi.org/10.1086/208558

Berne, E. (1964). Games people play: The psychology of human relationships. New York: Grove Press.

Boyd, J. N., & Zimbardo, P. G. (2005). Time perspective, health and risk taking. Lawrence Erlbaum: Mahwah.

Brocato, J. (1989). How much does coming to class matter? Some evidence of class attendance and grade performance. Educational Research Quarterly.

Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Education and Developmental Psychology, 10, 145-154.

Burton, P. (2010). Creativity in Hong Kong schools. World Englishes, 29(4), 493-507. https://doi.org/10.1111/j.1467-971X.2010.01677.x

Campbell, J. L., Quincy, Ch., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semi-structured interviews: Problems of unitization and inter-coder reliability and agreement. Sociological Methods & Research, 42(3), 294-320. https://doi.org/10.1177/0049124113500475

Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21 (3), 193-218. https://doi.org/10.1007/s10648-009-9106-y

Chien, C, & Hui, AN. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5, 49-60. https://doi.org/10.1016/j.tsc.2010.02.002

Christenson, S. L. & Reschly, A. L. (2010). Check and Connect: Enhancing school completion through student engagement. In E. Doll, & J. Charvat (Eds.), Handbook of prevention science (pp. 327-348). Routledge. https://doi.org/10.1007/978-3-030-37285-9-5

Churches, R., & Terry, R. (2007). NLP for teachers: How to be a highly effective teacher. Crown House Publishing.

Clemens, J. K., & Dalrymple, S. (2005). Time mastery: How temporal intelligence will make you a stronger, more effective leader. New York: Amacom Books.

Craft, A. (2001). An analysis of research and literature on creativity in education. Qualifications and Curriculum Authority, 51(2), 1-37.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.

Doyle, A., & Francis-Smythe, J. (2008). Development of the temporal intelligence questionnaire. Paper presented at the British Academy of Management Annual Conference, Harrogate.

Ebrahimi, S., Tabatabaeian, M. S., & Al Abdwani, T. (2022). Enhancing the communicative skills of normal and mentally-challenged learners through emo-sensory textbooks. Journal of Business, Communication and Technology, 1(2), 1-12. http://dx.doi.org/10.56632/bct.2022.1201

Fisher, R. (2004). What is creativity? In R. Fisher & M. Williams (Eds.), Unlocking creativity: Teaching across the curriculum (pp. 6-20). New York: Routledge.

Francis, D., & Woodcock, M. (1996). The new unblocked manager: A practical guide to self-development. Gower Publishing, Ltd.

Francis-Smythe, J., & Robertson, I. (1999). Time-related individual differences. Time & Society, 8(2), 273-292. https://doi.org/10.1177/0961463X99008002004

Frenzel, A. C. (2014). Teacher emotions. In L. Linnenbrink-Garcia & R. Pekrun (Eds.), Handbook of emotions in education (pp. 494-519). New York: Routledge.

Frenzel, A. C., & Stephens, E. J. (2013). Emotions. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 1-56). Emerald.

Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research.  Issues in Educational Research, 25(4), 415-441. https://doi.org/34584161

Friedman, P., Rodriguez, F., & McComb, J. (2001). Why students do and do not attend classes: Myths and realities. College teaching, 49(4), 124-133. https://doi.org/10.1080/87567555.2001.10844593

Gump, S. E. (2004). Keep students coming by keeping them interested: Motivators for class attendance. College Student Journal, 38, 157-160.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. https://doi.org/10.3102/003465430298487

Heiran, A. & Navidinia, H. (2015). Private and public EFL teachers’ level of burnout and its relationship with their emotional intelligence: A comparative study. International Journal of English Language & Translation Studies, 3(3), 01-10.

Herrnstein, R. J., & Murray, C. (1994). The bell curve. New York: Free Press.

Hunt, E. (1995). The role intelligence in modern society. American Scientist, 83(1), 356-369.

Jalilzadeh, K., Modarresi, Gh., & Rouhani, H. (2020). A Comparative study of instruction types and reading comprehension for young learners. In H. H. Uysal (Ed.), Political, pedagogical and research insight into early language education (123-132). Cambridge Publishing Press.

Johnson, B., & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage.

Jones, R. (Ed.). (2012). Discourse and creativity. Harlow: Pearson.

Karwowski, M., Gralewski. J., Lebuda, I., & Wisniewska, E. (2007). Creative teaching of creativity teachers: Polish perspective. Thinking Skills and Creativity, 2, 57-61. https://doi.org/10.1016/J.TSC.2006.10.004

Keller, M. M., Chang, M.-L., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in Psychology, 5, 1-10. https://doi.org/10.3389/fpsyg.2014.01442

Khorsand, M., & Modarresi, Gh. (2023). The relationship between teachers’ emotions, strokes and academic achievement: the case of BA English-major students. Language and Translation Studies, 56(2), 71-107. https://doi.org/10.22067/lts.2023.81620.1179.

Kirkland, T., & Cunningham, W. A. (2012). Mapping emotions through time: how affective trajectories inform the language of emotion. Emotion, 12(2), 268-282. https://doi.org/10.1037/a0024218

Krause, K. (2014). Male beauty: postwar masculinity in theater, film, and physique magazines. Suny Press.

Kusluvan, S. (2003). Managing employee attitudes and behaviors in the tourism and hospitality industry. Nova Publishers.

Levine, R. (1997). A geography of time: The temporal misadventures of a social psychologist. Basic Books.

Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47, 233–247. https://doi.org/10.1037/a0021307

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. Modern Language Journal, 92, 71–86. https://doi.org/10.1111/j.1540-4781.2008.00687.x

Maley, A. (1997). Creativity with a small ‘c’. The Journal of the Imagination in Language Learning and Teaching, 4, 1-11.

McDonald, M., & Zeichner, K. M. (2008). Social justice teacher education. In Ayers W., Quinn T., Stovall D. (Eds.), Handbook of social justice in education (pp. 595-610). Routledge.

Meidani, E.N., Pishghadam, R. & Shakeebaee, G. (2021). The role of time perspectives in language teachers’ burnout. Current Psychology, 40, 5145-5155. https://doi.org/10.1007/s12144-019-00456-x

Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.

Modarresi, G., & Jeddy, A. (2018). The association between dynamic assessment of grammar and fluid intelligence: A case of undergraduate EFL students. International and Multidisciplinary Journal of Social Sciences, 7(3), 297-321. https://doi.org/10.17583/rimcis.2018.3881.

Modarresi, Gh., Jalilzadeh, K., Coombe, K., & Nooshab, A. (2021). Validating a test to measure translation teachers’ assessment literacy. The Journal of Asia TEFL, 18(4), 1503-1511. https://doi.org/10.18823/asiatefl.2021.18.4.31.1503

Mohammadi, J., & Modarresi, Gh. (2023). Conceptions of intelligence, teaching motivation and teacher creativity: A mixed-methods study. Journal of Cognition, Emotion & Education, 1(2), 47-58. https://doi.org/ 10.22034/cee.2023.174746

Naji Meidani, E., Pishghadam, R., & Shakeebaee. G. (2019). The role of time perspectives in Language Teachers’ Burnout. Current Psychology. Online Publication. https://doi.org/10.1007/s12144-019-00456-x

Navidinia, H., Gholizadeh, F. Z., & Chahkandi, F. (2023). EFL teachers’ burnout during the Covid-19 pandemic: Can teaching context make a difference? Applied Linguistics Inquiry, 1(1), 34-49. https://doi.org/10.22077/ali.2023.6087.1010

Navidinia, H., Zangooei, A., & Ghazanfari, M. (2015). Uncovering the relationship between EFL teachers’ big five personality traits and their self-concept. Iranian Journal of Applied Language Studies, 7(2), 177-204.

Noorbakhsh, Z., Pishghadam, R., & Saboori, F. (2018). Stroke and gender identity in teacher success: From learners’ viewpoints. Sri Lanka Journal of Social Sciences, 41(1), 39-48. https://doi.org/10.4038/sljss.v41i1.7591

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

Pishghadam R. (2011). Introducing Applied ELT as a new approach in second/foreign language studies. Iranian EFL Journal, 7(2), 8-14.

Pishghadam R., & Farkhondehfal, E. (2017). From navazesh (physical strokes) to navazeh (mental strokes): A look into the concept of stroking in teaching a second language. Language and Translation Studies, 49(4), 1-13. https://doi.org/10.22067/lts.v49i4.62725

Pishghadam, R., & Derakhshan, A., Zhaleh, K., & Al-Obaydi, L. (2021). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology, 40, 1-15. https://doi.org/10.1007/s12144-021-01738-z

Pishghadam, R., & Khajavy, G. H. (2014). Development and validation of the Student Stroke Scale and examining its relation with academic motivation. Studies in Educational Evaluation, 43, 109-114. http://dx.doi.org/10.1016/j.stueduc.2014.03.004

Pishghadam, R., Baghaei, P., & Shayesteh, Sh. (2012). Construction and validation of an English language teacher creativity scale (ELT-CS). Journal of American Science, 8(3), 497-508.

Pishghadam, R., Derakhshan, A., & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke with respect to students’ willingness to attend classes. Polish Psychological Bulletin, 50(4), 284-292. https://doi.org/0.24425/ppb.2019.131001

Pishghadam, R., Derakhshan, A., Zaleh, K., & Al-Obaydi, L. H. (2023). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology, 42, 4065-4079. https://doi.org/10.1007/s12144-021-01738-z

Pishghadam, R., Ebrahimi, S., & Al Abdwani, T. (2023). Development and validation of the teacher energy scale: A movement toward metapathy. Language and Translation Studies, 56(1), 1-38. https://doi.org/10.22067/lts.2022.78969.1160.

Rahimi, M., & Modarresi, G. (2023). Teacher emotions, energy, and time perspective in teacher success: A mixed-methods study. Journal of Cognition, Emotion, & Education, 2(1), 40-54. https://doi.org/10.22034/cee.2023.412453.1010

Rathel, J. M., Drasgow, E., Brown, W. H., & Marshall, K. J. (2014). Increasing induction-level teachers’ positive-to-negative communication ratio and use of behavior-specific praise through e-mailed performance feedback and its effect on students’ task engagement. Journal of Positive Behavior Interventions, 16(4), 219-233. https://doi.org/10.1177/1098300713492856

Rhodes, M. (1961). An analysis of creativity. The Phi delta kappan, 42(7), 305-310. http://www.jstor.org/stable/20342603

Richards, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19-43.

Rouhani, H., & Modarresi, Gh. (2023). The role of translation-based, meaning-based, and hint-based instructions in vocabulary acquisition: A mixed-methods study. Iranian Journal of Applied Language Studies, 15(1), 83-100. https://doi.org/10.22111/ijals.2023.38276.2156.

Schutz, P. A., & Pekrun, R. (2007). Introduction to emotion in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education: A volume in educational psychology (pp. 3-10). Academic Press, Elsevier Inc.

Stewart, I., & Joines, V. (1987). TA today: A new introduction to transactional analysis. Life space.

Stolarski, M., Bitner, J., & Zimbardo, P. G. (2011). Time perspective, emotional intelligence and discounting of delayed awards. Time & Society, 20(3), 346-363. https://doi.org/10.1177/0961463X11414296

Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4^th ed.). Harper Collins.

Tavakoli, M., Zabihi, R. & Ghadiri, M. Response, resistance, or restraint: A triadic model of pre-service teachers’ perceptions on the (f)utility of educational therapy and life skills education in ELT. Asia-Pacific Educational Research, 26, 341–349 (2017). https://doi.org/10.1007/s40299-017-0353-2

Wang, M.T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85, 722–737. https://doi.org/10.1111/cdev.12138

Wright, M. R., Ellis, D. N., & Baxter, A. (2012). The effect of immediate or delayed video-based teacher self-evaluation on Head Start teachers’ use of praise. Journal of Research in Childhood Education, 26, 187-198. https://doi.org/10.1080/02568543.2012.657745

Zargaran, Z. (2024). Predicative role of metacognitive awareness in teachers’ cognition on noticing concept. Applied Linguistics Inquiry, 2(1), 123-134. https://doi.org/10.22077/ali.2024.7455.1034

Zhang, J. W., & Howell, R. T. (2011). Do time perspectives predict unique variance in life satisfaction beyond personality traits? Personality and Individual Differences, 50(8), 1261-1266. https://doi.org/10.1016/j.paid.2011.02.021

Zhang, J. W., Howell, R. T., & Stolarski, M. (2013). Comparing three methods to measure a balanced time perspective: The relationship between a balanced time perspective and subjective well-being. Journal of Happiness Studies, 14(1), 169-184. https://doi.org/10.1007/s10902-012-9322-x

Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual differences metric. Journal of Personality and Social Psychology, 77(6), 1271-1288. https://doi.org/10.1037/0022-3514.77.6.1271

Zimbardo, P. G., & Boyd, J. N. (2015). Putting time in perspective: A valid, reliable individual-differences metric. In M. Stolarski, N. Fieulaine, & W. Van Beek (Eds.), Time perspective theory; review, research and application (pp. 17-55). Springer, Cham. https://doi.org/10.1007/978-3-319-07368-2-2