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Bayat, Zahra, Amirian, Seyyed Mohammad Reza, Amirian, Seyedeh Khadijeh, Akbari, Fatemeh. (1404). The mediating role of teacher-student relationship in the association between emotion regulation and psychological well-being among Iranian EFL teachers. , (), -. doi: 10.22077/ali.2025.9009.1107
Zahra Bayat; Seyyed Mohammad Reza Amirian; Seyedeh Khadijeh Amirian; Fatemeh Akbari. "The mediating role of teacher-student relationship in the association between emotion regulation and psychological well-being among Iranian EFL teachers". , , , 1404, -. doi: 10.22077/ali.2025.9009.1107
Bayat, Zahra, Amirian, Seyyed Mohammad Reza, Amirian, Seyedeh Khadijeh, Akbari, Fatemeh. (1404). 'The mediating role of teacher-student relationship in the association between emotion regulation and psychological well-being among Iranian EFL teachers', , (), pp. -. doi: 10.22077/ali.2025.9009.1107
Bayat, Zahra, Amirian, Seyyed Mohammad Reza, Amirian, Seyedeh Khadijeh, Akbari, Fatemeh. The mediating role of teacher-student relationship in the association between emotion regulation and psychological well-being among Iranian EFL teachers. , 1404; (): -. doi: 10.22077/ali.2025.9009.1107

The mediating role of teacher-student relationship in the association between emotion regulation and psychological well-being among Iranian EFL teachers

Applied Linguistics Inquiry
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 مهر 1404
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22077/ali.2025.9009.1107
نویسندگان
Zahra Bayat* 1؛ Seyyed Mohammad Reza Amirian1؛ Seyedeh Khadijeh Amirian2؛ Fatemeh Akbari1
1SabzevarLiterature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2Faculty of Psychology and Education, University of Tehran
چکیده
Teaching is a complex profession demanding strong emotional regulation and interpersonal relationship skills, which are critical to teachers’ psychological well-being (PWB). Based on positive psychology as well as Compassion-Based Language Education (CBLE), this research intends to examine the mediational role of teacher-student relationship (TSR) in the relationship between emotion regulation (ER) and psychological well-being of Iranian English as a Foreign Language (EFL) teachers. Adopting SEM and with the help of established scales, the study searches for fresh insights about these core psychological processes to reveal the intricate associations between emotional regulation, relationships, and the psychological outcomes at work in the context of EFL instruction. A total of 243 Iranian EFL teachers were also randomly chosen based on the stratified random sampling technique with different professional experiences (that is, with different academic degrees and expertise). Broad experience and qualifications make our sample representative of Iranian EFL teachers and enhance the generalization of our findings. Stratification also helped in the coverage of aspects of age, education, and experience. Inter-variable correlations were strong, and TSR was a significant mediating variable, as indicated by the path coefficients. The direct effect of ER on TSR, indirect effect on PWB through TSR, and the total effect of ER on PWB were very significant according to AMOS 26 software. Notably, partial mediation was found where direct relationships of ER to PWB were still significant along indirect routes through TSR. This study offers unique avenues for future intervention efforts aimed at enhancing teacher well-being through relationship-oriented interventions.
کلیدواژه‌ها
EFL teachers؛ emotion regulation (ER)؛ psychological well-being (PWB)؛ teacher-student relationship (TSR)
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