Professional identity and psychological capital as determinants of EFL teachers’ burnout: the mediating role of self-regulation

JALIL FATHI; MILAD NADERI; HABIB SOLEIMANI

doi:10.30827/portalin.vi2023c.29630

Autores/as

JALIL FATHI UNIVERSITY OF KURDISTAN, SANANDAJ, IRAN
MILAD NADERI KHARAZMI UNIVERSITY, TEHRAN, IRAN https://orcid.org/0000-0001-5521-6384
HABIB SOLEIMANI UNIVERSITY OF KURDISTAN, SANANDAJ, IRAN (Corresponding author) https://orcid.org/0000-0003-4469-8052

DOI:

https://doi.org/10.30827/portalin.vi2023c.29630

Palabras clave:

Identidad profesional, capital psicológico, autorregulación, agotamiento, inglés como lengua extranjera (EFL), Modelado de ecuaciones estructurales

Resumen

Este estudio explora las complejas relaciones entre la identidad profesional, el capital psicológico, la autorregulación y el agotamiento en una muestra de 434 docentes de inglés como lengua extranjera (EFL). Utilizando medidas validadas y modelado de ecuaciones estructurales, desentrañamos estas conexiones críticas. La identidad profesional emerge como un predictor sólido, relacionado significativamente con la reducción del agotamiento. Además, el capital psicológico ejerce una influencia positiva en la autorregulación, resaltando su importancia en el contexto de la enseñanza de EFL. A su vez, la autorregulación impacta negativamente en el agotamiento. El análisis de mediación solidifica el papel de la autorregulación: media parcialmente la relación entre la identidad profesional y el agotamiento y media completamente la conexión entre el capital psicológico y el agotamiento. Esta investigación profundiza nuestra comprensión de la psicología en la enseñanza de EFL y tiene implicaciones tanto para los profesionales como para los responsables de políticas.

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Biografía del autor/a

HABIB SOLEIMANI , UNIVERSITY OF KURDISTAN, SANANDAJ, IRAN (Corresponding author)

CORRESPONDING AUTHOR

Citas

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