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Norouzi, Monireh, ShayesteFar, Parvaneh. (1405). Modeling and Contribution of Mastery and Performance Climates to Emotional Exhaustion and Feedback Seeking Behavior among EFL Teachers. , 4(1), 88-103. doi: 10.22077/ali.2026.10041.1198
Monireh Norouzi; Parvaneh ShayesteFar. "Modeling and Contribution of Mastery and Performance Climates to Emotional Exhaustion and Feedback Seeking Behavior among EFL Teachers". , 4, 1, 1405, 88-103. doi: 10.22077/ali.2026.10041.1198
Norouzi, Monireh, ShayesteFar, Parvaneh. (1405). 'Modeling and Contribution of Mastery and Performance Climates to Emotional Exhaustion and Feedback Seeking Behavior among EFL Teachers', , 4(1), pp. 88-103. doi: 10.22077/ali.2026.10041.1198
Norouzi, Monireh, ShayesteFar, Parvaneh. Modeling and Contribution of Mastery and Performance Climates to Emotional Exhaustion and Feedback Seeking Behavior among EFL Teachers. , 1405; 4(1): 88-103. doi: 10.22077/ali.2026.10041.1198

Modeling and Contribution of Mastery and Performance Climates to Emotional Exhaustion and Feedback Seeking Behavior among EFL Teachers

Applied Linguistics Inquiry
مقاله 7، دوره 4، شماره 1، خرداد 2026، صفحه 88-103
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22077/ali.2026.10041.1198
نویسندگان
Monireh Norouzi1؛ Parvaneh ShayesteFar* 2
1Assistant Professor of Applied Linguistics, Department of English Language Teaching, Kharazmi University, Tehran, Iran
2Assistant Professor of Applied Linguistics, English Language Teaching Department, Farhangian Teacher Education University, Hafez Street, Tehran, Iran
چکیده
Previous research highlights the importance of motivational climates created by supervisors but lacks a detailed understanding of how these climates influence specific teacher behaviors. This study aims to explore how different motivational climates, as perceived by EFL teachers, affect their emotional exhaustion and engagement in feedback-seeking behaviors. Employing a cross-sectional design, the study involved 549 EFL teachers from various language institutes using three questionnaires, one of which was developed for the purpose of this study. Structural Equation Modeling was utilized to assess the relationships among the constructs. Results demonstrate that mastery climates are positively associated with seeking self-improvement feedback, while performance climates correlate with increased emotional exhaustion and a preference for self-validation feedback. Autonomy-supportive climates significantly reduced emotional exhaustion, whereas autonomy-controlling climates exacerbated it. These findings suggest that supervisor-training programs should focus on developing leadership styles that promote supportive and mastery-oriented climates. Implications and suggestions for future research are discussed.
کلیدواژه‌ها
Motivational climates؛ emotional exhaustion؛ feedback-seeking behavior؛ self-determination theory؛ achievement goal approach
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تعداد مشاهده مقاله: 54


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