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<p>While there is a wealth of research on teacher emotion regulation, there is a notable gap in studies focusing on the interpersonal aspect of emotion regulation in foreign language teaching. This study examined the interpersonal emotion regulation (IER) strategies of foreign language teachers and their relationships with teachers’ psychological well-being. Based on a sample of 519 university foreign language teachers from China, structural equation modelling analysis revealed that IER strategies for upregulating positive emotions (i.e., enhancing positive affect) were positively related to psychological well-being. Conversely, IER strategies for downregulating negative emotions showed intriguing results: strategies involving socio-affective support (i.e., soothing) were negatively related to psychological well-being, while strategies involving cognitive support (i.e., perspective taking and social modelling) exhibited positive relationships. These findings enrich our understanding of foreign language teachers’ IER strategies, providing practical insights for improving teachers’ psychological well-being and contributing to the broader theoretical frameworks of emotion regulation, teaching practice and teacher well-being.</p>

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Modelling the Interplay Between University Foreign Language Teachers’ Interpersonal Emotion Regulation and Psychological Well-Being

  • 期刊论文

  • 发表日期：

    2025年1月8日

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  • Jiying Han,
  • Xiaohui Geng

摘要

While there is a wealth of research on teacher emotion regulation, there is a notable gap in studies focusing on the interpersonal aspect of emotion regulation in foreign language teaching. This study examined the interpersonal emotion regulation (IER) strategies of foreign language teachers and their relationships with teachers’ psychological well-being. Based on a sample of 519 university foreign language teachers from China, structural equation modelling analysis revealed that IER strategies for upregulating positive emotions (i.e., enhancing positive affect) were positively related to psychological well-being. Conversely, IER strategies for downregulating negative emotions showed intriguing results: strategies involving socio-affective support (i.e., soothing) were negatively related to psychological well-being, while strategies involving cognitive support (i.e., perspective taking and social modelling) exhibited positive relationships. These findings enrich our understanding of foreign language teachers’ IER strategies, providing practical insights for improving teachers’ psychological well-being and contributing to the broader theoretical frameworks of emotion regulation, teaching practice and teacher well-being.