Unveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: a structural equation modeling approach

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dc.authorid0000-0001-7032-6338
dc.authorid0000-0002-0355-9171
dc.contributor.authorKesen Mutlu, Aynur
dc.contributor.authorSolhi, Mehdi
dc.date.accessioned2024-08-02T12:42:06Z
dc.date.available2024-08-02T12:42:06Z
dc.date.issued2024
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, İngiliz Dili Eğitimi Anabilim Dalı
dc.description.abstractThe current study explored the association between EFL instructors’ cognitive flexibility (CF) and foreign language teaching anxiety (FLTA), with the mediating impact of emotion regulation strategies. In doing so, 330 participants (196 males and 134 females) voluntarily filled in a battery of scales. Results of a structural equation modeling analysis indicated that all facets of FLTA were negatively correlated with CF. Furthermore, the first component of emotion regulation, i.e., cognitive reappraisal, had a strong negative association with all facets of FLTA except time management challenges. The other component of emotion regulation, expressive suppression, exhibited significant positive correlations with all components of FLTA, except difficulties with time management. Next, we investigated how two components of emotion regulation strategies could potentially mediate the association between CF and L2 teaching anxiety. Results indicated that cognitive reappraisal mediates the relationship between CF and four sub-components of FLTA, viz., fear of negative evaluation, lack of student interest, teaching inexperience, and self-perception of language proficiency. Additionally, expressive suppression mediated the relationship between CF and the four components of FLTA. The findings are discussed in the context of educational theories, and implications are provided to enhance EFL instructors’ flexible cognition.
dc.identifier.citationKesen Mutlu, A. ve Solhi, M. (2024). Unveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: a structural equation modeling approach. Learning and Motivation, 87. http://dx.doi.org/10.1016/j.lmot.2024.102022
dc.identifier.doi10.1016/j.lmot.2024.102022
dc.identifier.issn0023-9690
dc.identifier.issn1095-9122
dc.identifier.scopus2-s2.0-85198717168
dc.identifier.scopusqualityQ2
dc.identifier.urihttp://dx.doi.org/10.1016/j.lmot.2024.102022
dc.identifier.urihttps://hdl.handle.net/20.500.12511/12758
dc.identifier.volume87
dc.identifier.wos001274164700001en_US
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorKesen Mutlu, Aynur
dc.institutionauthorSolhi, Mehdi
dc.language.isoen
dc.relation.ispartofLearning and Motivationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectCognitive Flexibility
dc.subjectEFL Instructors
dc.subjectEmotion Regulation
dc.subjectForeign Language Teaching Anxiety
dc.titleUnveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: a structural equation modeling approach
dc.typeArticle

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