Atmaca, Ç., Rızaoğlu, F., Türkdoğan, T., & Yaylı, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90, 103025. https://doi.org/10.1016/j.tate.2020.103025
Bakker, A. B., & Bal, M. P. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83(1), 189-206. https://doi.org/10.1348/096317909X402596
Bakker, A. B., Gierveld, J. H., & Van Rijswijk, K. (2006). Success factors among female school principals in primary teaching: A study on burnout, work engagement, and performance. Diemen the Netherlands: Right Management Consultants, 85(4), 480-492.
Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22(3), 187-200. https://doi.org/10.1080/02678370802393649
Beltman, S. (2015). Teacher professional resilience: Thriving not just surviving. In N. Weatherby-Fell (Ed.), Learning to teach in the secondary school (pp. 20-38). Melbourne, Australia: Cambridge University Press.
Beltman, S. (2021). Understanding and examining teacher resilience from multiple perspectives. Cultivating Teacher Resilience, 11-26. https://doi.org/10.1007/978-981-15-5963-1_2
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207. https://doi.org/10.1016/j.edurev.2011.09.001
Benesch, S. (2017). Emotions and English language teaching: Exploring teachers’ emotion labor. Routledge. https://doi.org/10.4324/9781315736181
Bing, H., Sadjadi, B., Afzali, M., & Fathi, J. (2022). Self-efficacy and emotion regulation as predictors of teacher burnout among English as a foreign language teachers: A structural equation modeling approach. Frontiers in Psychology, 13.
Botes, E., Dewaele, J. M., & Greiff, S. (2021). The development of a short-form foreign language enjoyment scale. The Modern Language Journal. https://doi.org/10.1111/modl.12741
Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22(7), 812-825. https://doi.org/10.1016/j.tate.2006.04.027
Burić, I., & Macuka, I. (2018). Self-efficacy, emotions and work engagement among teachers: A two wave cross-lagged analysis. Journal of Happiness Studies, 19(7), 1917-1933. https://doi.org/10.1007/s10902-017-9903-9
Campbell‐Sills, L., & Stein, M. B. (2007). Psychometric analysis and refinement of the Connor–Davidson resilience scale (CD‐RISC): Validation of a 10‐item measure of resilience. Journal of Traumatic Stress: Official Publication of The International Society for Traumatic Stress Studies, 20(6), 1019-1028.
Cardwell, M. E. (2011). Patterns of relationships between teacher engagement and student engagement (Doctoral Dissertation). John Fisher College, Pittsford, New York. [Google Scholar].
Christian, M. S., Garza, A. S., & Slaughter, J. E. (2011). Work engagement: A quantitative review and test of its relations with task and contextual performance. Personnel Psychology, 64(1), 89-136. https://doi.org/10.1111/j.1744-6570.2010.01203.x
Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125-136. https://doi.org/10.1016/j.tate.2018.04.015
Collie, R., Guay, F., Martin, A. J., Caldecott-Davis, K., & Granziera, H. (2020). Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes. Teachers and Teaching, 26(3-4), 350-364. https://doi.org/10.1080/13540602.2020.1832063
Collie, R. J., & Martin, A. J. (2017). Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement. Learning and Individual Differences, 55, 29-39. https://doi.org/10.1016/j.lindif.2017.03.003
Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and Anxiety, 18(2), 76-82.
Daniilidou, A., Platsidou, M., & Gonida, E. (2020). Primary school teachers´ resilience: Association with teacher self-efficacy, burnout and stress. Electronic Journal of Research in Education Psychology, 18(52), 549-582. https://doi.org/10.25115/ejrep.v18i52.3487
Dever, B. V. (2016). Using the expectancy-value theory of motivation to predict behavioral and emotional risk among high school students. School Psychology Review, 45(4), 417-433. https://doi.org/10.17105/SPR45-4.417-433
de Vera García, M. I. V., & Gambarte, M. I. G. (2019). Relationships between the dimensions of resilience and burnout in primary school teachers. International Electronic Journal of Elementary Education, 12(2), 189-196. https://doi.org/10.26822/iejee.2019257666
Derakhshan, A., Greenier, V., & Fathi, J. (2022). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology, 1-20.
Dewaele, J. M. (2013). Emotions and language learning. In M. Byram & A. Hu (Eds.) Routledge Encyclopedia of Language Teaching and Learning (2nd ed.) (pp. 217–220). London: Routledge.
Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21-45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dewaele, J. M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12-22. https://doi.org/10.22599/jesla.6
Dewaele, J. M., & Greiff, S. (2020). The power to improve: Effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning. European Journal of Applied Linguistics, 8(2), 279-306. https://doi.org/10.1515/eujal-2020-0003
Dewaele, J. M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34-49.
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. Positive Psychology in SLA, 215(236). https://doi.org/10.21832/9781783095360-010
Dewaele, J. M., Özdemir, C., Karci, D., Uysal, S., Özdemir, E. D., & Balta, N. (2019). How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish? Applied Linguistics Review. https://doi.org/10.1515/applirev-2019-0021
Dewaele, J. M., & Proietti Ergün, A. L. (2020). How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages? Journal of the European Second Language Association, 4(1), 45-57. https://doi.org/10.22599/jesla.65
Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676-697. https://doi.org/10.1177/1362168817692161
Ding, M., Babenko, O., Koppula, S., Oswald, A., & White, J. (2019). Physicians as teachers and lifelong learners. Journal of Continuing Education in the Health Professions, 39(1), 2-6. https://doi.org/10.1097/CEH.0000000000000228
Dong, Y., Ke, Y., & Xu, J. (2021). The role of EFL teachers’ optimism and commitment in their work engagement: A theoretical review. Frontiers in Psychology, 6667. https://doi.org/10.3389/fpsyg.2021.830402
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge. https://doi.org/10.4324/9781315779553
Drew, S. V., & Sosnowski, C. (2019). Emerging theory of teacher resilience: A situational analysis. English Teaching: Practice & Critique, 18(4), 492-507. https://doi.org/10.1108/ETPC-12-2018-0118
Ebersöhn, L. (2014). Teacher resilience: Theorizing resilience and poverty. Teachers and Teaching, 20(5), 568-594. https://doi.org/10.1080/13540602.2014.937960
Ergün, A. L. P., & Dewaele, J. M. (2021). Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian? System, 99, 102506. https://doi.org/10.1016/j.system.2021.102506
Ertürk, N. O. (2013). The role of altruism in the motivation of English language teachers. Ekev Akademi, 17(54), 173-186.
Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143.
Fathi, J., & Mohammaddokht, F. (2021). Foreign language enjoyment and anxiety as the correlates of the ideal L2 self in the EFL context. Frontiers in Psychology, 5509.
Fathi, J., & Saeedian, A. (2020). A structural model of teacher self-efficacy, resilience, and burnout among Iranian EFL teachers. Iranian Journal of English for Academic Purposes, 9(2), 14-28.
Folke, C., Carpenter, S. R., Walker, B., Scheffer, M., Chapin, T., & Rockström, J. (2010). Resilience thinking: Integrating resilience, adaptability and transformability. Ecology and Society, 15(4).
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218.
Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T., & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628. https://doi.org/10.1037/edu0000228
Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. Advances in teacher emotion research (pp. 129-151). Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0564-2_7
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The teacher emotions scales (TES). Contemporary Educational Psychology, 46, 148-163. https://doi.org/10.1016/j.cedpsych.2016.05.003
Frondozo, C. E., King, R. B., Nalipay, M., Jenina, N., & Mordeno, I. G. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers' enjoyment and engagement. Current Psychology, 1-4. https://doi.org/10.1007/s12144-020-01008-4
Goldhaber, D., & Cowan, J. (2014). Excavating the teacher pipeline: Teacher preparation programs and teacher attrition. Journal of Teacher Education, 65(5), 449-462. https://doi.org/10.1177/0022487114542516
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/10.1016/j.system.2020.102446
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854. https://doi.org/10.1016/S0742-051X(98)00025-0
Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational Research, 63(4), 416-439. https://doi.org/10.1080/00131881.2021.1980416
Heydarnejad, T., Hosseini Fatemi, A., & Ghonsooly, B. (2017). An exploration of EFL teachers’ teaching styles and emotions. Journal of Applied Linguistics and Language Research, 4(2), 26-46.
Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440. https://doi.org/10.1080/13540602.2012.696044
Hosotani, R., & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27(6), 1039-1048. https://doi.org/10.1016/j.tate.2011.03.010
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420. https://doi.org/10.1007/s11218-004-0975-0
Huang, S. (2022). A review of the relationship between EFL teachers’ academic buoyancy, ambiguity tolerance, and hopelessness. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.831258
Jiang, Y., & Dewaele, J. M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?. System, 82, 13-25. https://doi.org/10.1016/j.system.2019.02.017
Jin, Y., & Zhang, L. J. (2018). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1526253
Karabiyik, C. (2020). Interaction between academic resilience and academic achievement of teacher trainees. International Online Journal of Education and Teaching, 7(4), 1585-1601.
Kelchtermans, G., & Deketelaere, A. (2016). The emotional dimension in becoming a teacher. In J. Loughran & M. L. Hamilton (Eds.), International handbook on teacher education (Vol. 2, pp. 429–461). Singapore: Springer. https://doi.org/10.1007/978-981-10-0369-1_13
Khajavy, G. H., Ghonsooly, B., Fatemi, A. H., & Frenzel, A. C. (2018). Antecedents of pleasant and unpleasant emotions of EFL teachers using an appraisal-theoretical framework. Iranian Journal of Language Teaching Research, 6(2), 39-55.
Kim, C., Kim, D., Yuan, J., Hill, R. B., Doshi, P., & Thai, C. N. (2015). Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching. Computers & Education, 91, 14-31. https://doi.org/10.1016/j.compedu.2015.08.005
King, J., & Ng, K. Y. S. (2018). Teacher emotions and the emotional labor of second language teaching. Language Teacher Psychology, 141-157. https://doi.org/10.21832/9781783099467-013
Kirmizi, Ö., & Sariçoban, A. (2020). An investigation of the relation between pre-service EFL teachers’ emotions and their approaches to teaching. Journal of Language and Linguistic Studies, 16(4), 1968-1986. https://doi.org/10.17263/jlls.851029
Klassen, R. M., Aldhafri, S., Mansfield, C. F., Purwanto, E., Siu, A. F., Wong, M. W., & Woods-McConney, A. (2012). Teachers’ engagement at work: An international validation study. The Journal of Experimental Education, 80(4), 317-337. https://doi.org/10.1080/00220973.2012.678409
Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: Development of the engaged teachers scale (ETS). Frontline Learning Research, 1(2), 33-52. https://doi.org/10.14786/flr.v1i2.44
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
Leroux, M., & Théorêt, M. (2014). Intriguing empirical relations between teachers’ resilience and reflection on practice. Reflective Practice, 15(3), 289-303. https://doi.org/10.1080/14623943.2014.900009
Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 102393. https://doi.org/10.1016/j.system.2020.102393
Li, C., Jiang, G., & Dewaele, J. M. (2018). Understanding Chinese high school students’ foreign language enjoyment: Validation of the Chinese version of the foreign language enjoyment scale. System, 76, 183-196. https://doi.org/10.1016/j.system.2018.06.004
Li, R., Liu, H., Chen, Y., & Yao, M. (2019). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology, 1-10. https://doi.org/10.1007/s12144-019-00575-5
Liu, F., Chen, H., Xu, J., Wen, Y., & Fang, T. (2021). Exploring the relationships between resilience and turnover intention in Chinese high school teachers: Considering the moderating role of job burnout. International Journal of Environmental Research and Public Health, 18(12), 6418.) https://doi.org/10.3390/ijerph18126418
Lomas, T., & Ivtzan, I. (2016). Second wave positive psychology: Exploring the positive–negative dialectics of wellbeing. Journal of Happiness Studies, 17(4), 1753-1768. https://doi.org/10.1007/s10902-015-9668-y
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562. https://doi.org/10.1111/1467-8624.00164
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in Foreign Language and Second Language Learning (pp. 24-45). Boston: McGraw-Hill.
MacIntyre, P. D. (2016). So far so good: An overview of positive psychology and its contributions to SLA. Positive Psychology Perspectives on Foreign Language Learning and Teaching, 3-20. https://doi.org/10.1007/978-3-319-32954-3_1
MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172. https://doi.org/10.14746/ssllt.2014.4.2.2
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87. https://doi.org/10.1016/j.tate.2015.11.016
Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalk face. Teaching and Teacher Education, 28(3), 357-367. https://doi.org/10.1016/j.tate.2011.11.001
Martin, A. J. (2006). The relationship between teachers' perceptions of student motivation and engagement and teachers' enjoyment of and confidence in teaching. Asia‐Pacific Journal of Teacher Education, 34(1), 73-93. https://doi.org/10.1080/13598660500480100
Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498. https://doi.org/10.1037/0021-9010.93.3.498
Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 21-36. https://doi.org/10.1016/j.system.2003.08.002
Mercer, S., MacIntyre, P., Gregersen, T., & Talbot, K. (2018). Positive language education: Combining positive education and language education. Theory and Practice of Second Language Acquisition, 4(2), 11-31.
Mérida-López, S., Extremera, N., & Rey, L. (2017). Contributions of work-related stress and emotional intelligence to teacher engagement: Additive and interactive effects. International Journal of Environmental Research and Public Health, 14(10), 1156. https://doi.org/10.3390/ijerph14101156
Mierzwa, E. (2019). Foreign language learning and teaching enjoyment: Teachers’ perspectives. Journal of Education Culture and Society, 10(2), 170-188. https://doi.org/10.15503/jecs20192.170.188
Moskowitz, S., & Dewaele, J.-M. (2021). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student self-reported attitudes and motivation. Innovation in Language Learning and Teaching, 15(2), 117-130. https://doi.org/10.1080/17501229.2019.1707205
Noughabi, M. A., Yang, S., Botes, E., & Dewaele, J. M. (2022). The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison. https://doi.org/10.31234/osf.io/axy9h
Pan, C., & Zhang, X. (2021). A longitudinal study of foreign language anxiety and enjoyment. Language Teaching Research, 1362168821993341. https://doi.org/10.1177/1362168821993341
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4
Polat, D. D., & İskender, M. (2018). Exploring teachers’ resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(3), 1-13. https://doi.org/10.17220/ijpes.2018.03.001
Renninger, A. K., Ren, Y., & Kern, H. M. (2018). Motivation, engagement, and interest. International Handbook of the Learning Sciences, 116-126. https://doi.org/10.4324/9781315617572-12
Resnik, P., & Schallmoser, C. (2019). Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment. Studies in Second Language Learning and Teaching, 9(3), 541-564. https://doi.org/10.14746/ssllt.2019.9.3.6
Roohani, A., & Dayeri, K. (2019). On the relationship between Iranian EFL teachers’ burnout and motivation: A mixed methods study. Iranian Journal of Language Teaching Research, 7(1), 77-99.
Salanova, M., Llorens, S., & Schaufeli, W. B. (2011). “Yes, I can, I feel good, and I just do it!” On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology, 60(2), 255-285. https://doi.org/10.1111/j.1464-0597.2010.00435.x
Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work burnout and engagement profiles among teachers. Frontiers in Psychology, 10, 2254. https://doi.org/10.3389/fpsyg.2019.02254
Schaufeli, W., & Salanova, M. (2007). Work engagement. Managing Social and Ethical Issues in Organizations, 135, 177.
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://doi.org/10.1023/A:1015630930326
Schutz, P. A., & Zembylas, M. (2009). Introduction to advances in teacher emotion research: The impact on teachers’ lives. Advances in teacher emotion research (pp. 3-11). Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0564-2_1
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
Skaalvik, E. M., & Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: Relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Creative Education, 10(07), 1400.
Smith, K., & Ulvik, M. (2017). Leaving teaching: Lack of resilience or sign of agency?. Teachers and Teaching, 23(8), 928-945. https://doi.org/10.1080/13540602.2017.1358706
Snyder, C. R., & Lopez, S. J. (Eds.). (2001). Handbook of Positive Psychology. Oxford University Press.
Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57-75.
Tamah, S. M., & Wirjawan, J. V. (2021). Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program. Power and Education, 17577438211052647. https://doi.org/10.1177/17577438211052647
Ugwu, F. O., & Amazue, L. O. (2014). Psychological ownership, hope, resilience and employee work engagement among teachers in selected mission schools. European Journal of Business and Management, 6(10), 98-106.
van der Schoor, S. C. M. (2015). Teacher engagement and the role of psychological capital. Master Degree Thesis, Department of Organization Psychology, Vrije Universiteit, Amsterdam.
Van Wingerden, J., & Poell, R. F. (2019). Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting. PloS One, 14(9), e0222518. https://doi.org/10.1371/journal.pone.0222518
Wang, Y., & Derakhshan, A., Rahimpour, H. (2022). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2042540
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.731721
Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in Psychology, 10, 1508. https://doi.org/10.3389/fpsyg.2019.01508
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
Xiao, Y., Fathi, J., & Mohammaddokht, F. (2022). Exploring a structural model of teaching enjoyment, teacher self-efficacy, and work engagement. Frontiers in Psychology, 13.
Xie, F. (2021). A study on Chinese EFL teachers' work engagement: The predictability power of emotion regulation and teacher resilience. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.735969
Xiyun, S., Fathi, J., Shirbagi, N., & Mohammaddokht, F. (2022). A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Frontiers in Psychology, 13.
Zarei, G. R., & Khazaie, S. (2011). Is Short Term Memory (STM) modality and gender specific: A study of cell-phone assisted EFL vocabulary learning. Procedia-Social and Behavioral Sciences, 30, 680-684.
Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: The mediating role of Foreign Language Enjoyment. Sustainability, 12(4), 1302. https://doi.org/10.3390/su12041302