An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy

Jingjing Yang; Ali Derakhshan; Anna Lia Proietti Ergün

doi:10.30827/portalin.vi43.30978

Autores/as

Jingjing Yang Universiti Teknologi MARA, Malaysia https://orcid.org/0009-0006-2206-9449
Ali Derakhshan Golestan University (Iran) (Corresponding author) https://orcid.org/0000-0002-6639-9339
Anna Lia Proietti Ergün Yıldız Technical University, Istanbul, Turkey https://orcid.org/0000-0002-1544-0135

DOI:

https://doi.org/10.30827/portalin.vi43.30978

Palabras clave:

Profesores de Inglés/LE, Psicología Positiva, Agallas de L2, Capital psicológico positivo, Alfabetización emocional, MEE

Resumen

Cada vez son más los estudios empíricos sobre diversas variables psicoemocionales relacionadas con la enseñanza de segundas lenguas (L2)/lenguas extranjeras(LE) en distintos contextos educativos. Sin embargo, la revisión bibliográfica se limita principalmente a las variables psicológicas del alumno, y sólo recientemente se ha prestado atención a la psicología del profesor. Tres constructos cruciales relacionados con los profesores de L2 son las agallas, el capital psicológico positivo y la alfabetización emocional. Sin embargo, la interacción entre estos tres ha recibido escasa (o ninguna) atención hasta la fecha. Para llenar este hueco, esta investigación cuantitativa profundizó en el papel predictivo de la determinación y el capital psicológico positivo de los profesores en su alfabetización emocional. Para ello, los 560 profesores de Inglés/LE que participaron en este estudio completaron tres escalas a lo largo de cuatro meses. El modelo de ecuaciones estructurales (MEE) y el análisis de regresión revelaron una asociación positiva entre las agallas de los profesores de Inglés/LE, el capital psicológico positivo y la alfabetización emocional. Además, los resultados del análisis de regresión señalaron que tanto la determinación como el capital psicológico positivo podían predecir significativamente la alfabetización emocional de los profesores de Inglés/LE.

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Biografía del autor/a

Jingjing Yang, Universiti Teknologi MARA, Malaysia

Jingjing Yang is a Ph.D. candidate at the Academy of Language Studies, Universiti Teknologi MARA (UiTM), Malaysia. Her research focuses on translation studies, translation theory and practice, and translation teaching and learning. In recent years, she has developed a keen interest in EFL teaching and learning, positive psychology and second language acquisition.

Ali Derakhshan, Golestan University (Iran) (Corresponding author)

Ali Derakhshan is Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has been a member of the Iranian Elites Foundation since 2015. He has also been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. He is currently a Yunshan Chair Professor at the School of English Education, Guangdong University of Foreign Studies (GDUFS), Guangzhou, China. As authenticated by the Essential Science Indicators (ESI) Database, Clarivate Analytics shows his name among the world’s top 1% of scientists in 2024. His name appeared in Stanford University’s list of the world’s top 2% of most influential scientists in 2022, 2023, and 2024. He has published in accredited international journals, including Computers and Education, Review of Educational Research, Computers in Human Behavior, Education and Information Technologies, Applied Linguistics, Language Teaching Research, System, Assessing Writing, Applied Linguistics Review, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development, ELT Journal, English for Specific Purposes, International Review of Applied Linguistics in Language Teaching, International Journal of Applied Linguistics, Thinking Skills and Creativity, Current Psychology, Asia Pacific Education Researcher, European Journal of Education, Educational Studies, Pragmatics and Society, Journal of Psycholinguistic Research, Porta Linguarum, Revista Ibérica, etc. His monograph The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context was published by Springer in 2022. His co-authored book Instructed second language pragmatics for the speech acts of request, apology, and refusal: A meta-analysis has been recently published by Springer. His research interests are positive psychology, teacher education, learner individual differences, cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.

Anna Lia Proietti Ergün, Yıldız Technical University, Istanbul, Turkey

Anna Lia Proietti Ergün is Associate Professor at Yıldız Technical University in the Department of Western Languages and Literatures, (Istanbul, Turkey). She earned her Ph.D. in Applied Linguistics from Ca’ Foscari University, (Venice, Italy), with a dissertation focused on language attrition. Her primary research interests include language acquisition, with a particular emphasis on the role of emotions, the application of positive psychology in language acquisition, and bilingualism. She has authored more than sixty publications.

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