Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207. https://doi.org/10.1016/j.system.2006.12.008
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227. https://doi.org/10.1016/j.system.2010.03.003
Aliakbari, M., Khany, R., & Adibpour, M. (2020). EFL teachers’ reflective practice, job satisfaction, and school context variables: exploring possible relationships. TESOL Journal, 11(1), 1-20. https://doi.org/10.1002/tesj.461
Alipour, S., Kashkouli, Z., & Ghadiri, M. (2021). Validating factor structure of the Persian version of emotion regulation strategies inventory among Iranian EFL university teachers. Applied Research on English Language, 10
Amini Faskhodi, A., & Siyyari, M. (2018). Dimensions of work engagement and teacher burnout: A study of relations among Iranian EFL teachers. Australian Journal of Teacher Education, 43
(1), 78-93. https://doi.org/10.14221/ajte.2018v43n1.5
Amirian, S. M. R., Ghaniabadi, S., Heydarnejad, T., & Abbasi, S. (2022). The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. Journal of Applied Research in Higher Education, https://doi.org/10.1108/jarhe-11-2021-0441
Aslan, A., Hakkı Erten, İ., & Dikilitaş, K. (2022). In-service EFL teachers’ engagement in reflexive practice via video enhanced observation. Reflective Practice, 23(3), 422-436, https://doi.org/ 10.1080/14623943.2022.2042240
Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design, Reflective Practice, 22(3), 293-305, https://doi.org/10.1080/14623943.2021.1873758
Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 1-7. https://doi.org/10.3389/fpsyg.2019.01645
Bleakley, J., Woolcott, G., Yeigh, T., & Whannell, R. (2020). Reflecting on emotions during teaching: developing affective-reflective skills in novice teachers using a novel critical moment protocol. Australian Journal of Teacher Education, 45(10). 55-75
Burić, I., & Macuka, I. (2017). 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
Burić, I., & Moè, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008. https://doi.org/10.1016/j.tate.2019.103008
Chang, M. L., & Taxer, J. (2020). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 41(4), 218–227. https://doi.org/10.10.1080/13540602.2020.1740198
Chen, J., & Cheng, T. (2021). Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-021-00537-1Vol.
Dewey, J. (1933). How we think: A Restatement of the relation of reflective thinking to the educative process. D.C. Heath.
Ellsworth, P. C., & Scherer, K. R. (2003). Appraisal processes in emotion. In R. J. Davidson, K. R. Scherer, & H. H. Goldsmith (Eds.), Handbook of affective sciences (pp. 572-595). Oxford University Press.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Farrell, T. S. C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19. http://doi:10.1016/j.system.2016.07.005
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. https://doi.org/10.22132/tel.2019.95883
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation.
Iranian Journal of Language Teaching Research, 9(2), 13-37. https://doi.org/10.30466/ijltr.2021.121043
Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264. https://doi.org/10.1080/00461520.2021.1985501
Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? Between- and within-person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11, 1-15. https://doi.org/10.3389/fpsyg.2020.01092
Ghasemzadeh, S., Nemati, M., & Fathi, J. (2019). Teacher self-efficacy and reflection as predictors of teacher burnout: an investigation of Iranian English language teachers. Issues in Language Teaching, 8(2), 25–50. http://doi:10.22054/ilt.2020.49009.451
Gheith, E., & Aljaberi, N. (2018). Reflective teaching practices in teachers and their attitudes toward professional self-development. International Journal of Progressive Education 14(3), 161-181. http://doi.org/10.29329/ijpe.2018.146.11
Gkonou, C., & Miller, E. R. (2020). An exploration of language teacher reflection, emotion labor, and emotional capital. TESOL Quarterly, 55(1), 134-155. https://10.1002/tesq.580
Gorgievski, M. J., Bakker, A. B., & Schaufeli, W. B. (2010). Work engagement and
workaholism: comparing the self-employed and salaried employees. The
Journal of Positive Psychology, 5(1), 83-96. https://doi.org/10.1080/17439760903509606
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
Gross, J. J. (1998a). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74
(1), 224-237. https://doi.org/10.1037/0022-35188.8.131.52
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-365. http://dx.doi.org/10.1037/0022-35184.108.40.2068.
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3-24). Guilford Press.
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–20). The Guilford Press.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26. https://doi.org/10.1080/1047840X.2014.940781
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis
(5th ed.). Prentice Hall.
Han, Y. & Wang, Y. (2021). Investigating the correlation among Chinese EFL teachers' self-efficacy, work engagement, and reflection. Frontiers in Psychology, 12, 1-14. https://doi.org/10 10.3389/fpsyg.2021.763234
Heydarnejad, T., Hosseini Fatemi, A., & Ghonsooly, B. (2021a). The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach. Journal of Applied Research in Higher Education, 14(2), 594-609. https://doi.org/10.1108/jarhe-08-2020-0260
Heydarnejad, T., Zareian, G., Ghaniabadi, S., & Adel, S. M. R. (2021b). Measuring language teacher emotion regulation: development and validation of the language teacher emotion regulation inventory at workplace (LTERI). Frontiers in Psychology, 12, 1-12. https://doi.org/10.3389/fpsyg.2021.708888
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.2307/40071173
Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers’ emotions and emotion regulation strategies: Self- and students’ perceptions. Teaching and Teacher Education, 54, 22-31. https://doi.org/10.1016/j.tate.2015.11.008
Jöreskog, K.G. (1990). New developments in LISREL: analysis of ordinal variables using polychoric correlations and weighted least squares. Quality and Quantity, 24(4), 387-404. https://doi.org/10.1007/BF00152012
Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724. https://doi.org/10.2307/256287
Keleynikov, M., Benatov. J., & Berger, R. (2022). Preschool teachers' psychological distress and work engagement during COVID-19 Outbreak: The Protective role of mindfulness and emotion regulation. International Journal of Environmental Research and Public Health, 19(5), 26–45. https://doi.org/10.3390/ijerph19052645
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
Kobylińska, D., & Kusev, P. (2019). Flexible emotion regulation: How situational demands and individual differences influence the effectiveness of regulatory strategies. Frontiers in Psychology, 10, 72-75. http://dx.doi.org/ 10.3389/fpsyg.2019.00072
Kunnan, A. J. (1998). An introduction to structural equation modeling for language assessment research. Language Testing, 15(3), 295-332.
Li, R., Liu, H., Chen, Y., Yao, M. (2021). Why teachers want to leave? The roles of achievement goals, burnout and perceived school context. Learning and Individual Differences, 89, 102032. https://doi.org/10.1016/j.lindif.2021.102032
Li, S. (2022). Chinese English as a foreign language teachers’ immunity and mindfulness as predictors of their work engagement. Frontiers in Psychology, 13, 1-8. https://doi.org/ 10.3389/fpsyg.2022.874356
Malmir, A., & Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predicators of their professional success: A Case of Iranian EFL teachers. Research in English Language Pedagogy, 6(1), 117–138. https://doi.org/10.30486/relp.2018.538818
Mischel, W., & Ayduk, O. (2004). Willpower in a cognitive-affective processing system: The dynamics of delay of gratification. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 99-129). The Guilford Press.
Morris, S., & King, J. (2018). Teacher frustration and emotion regulation in university language teaching. Chinese Journal of Applied Linguistics, 41(4), 433-452. https://doi.org/10.1515/cjal-2018-0032
Mostafavi, M., Shokrpour, N., & Afraz, S. (2022). The Relationship between Iranian teachers' experience and education, and their written feedback on their students' papers. Teaching English Language, 16(2), 31-62. Doi:10.22132/tel.2022.15483
Mulyani, S., Salameh, A.A., Komariah, A., Timoshin, A., Hashim, N. A. A. N., Fauziah R.S.P., Mulyaningsih, M., Ahmad, I. & U l din S.M., (2021). Emotional regulation as a remedy for teacher burnout in special schools: evaluating school climate, teacher’s work-life balance and children behavior. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.655850
Namaziandost, E., Heydarnejad, T., Rahmani Doqaruni, V., & Azizi, Z. (2022). Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger. Current Psychology, 41(12), 1-15. https://doi.org/10.1007/s12144-022-04041-7
Oga-Baldwin, W. L. Q., & Nakata, Y. (2020). How teachers promote young language learners’ engagement. Language Teaching for Young Learners, 2(1), 101–130. https://doi.org/10.1075/ltyl.19009.oga
Rahimpour, H., Amirian, S., Adel, S., & Zareian, G. (2020). A model of the factors predicting English language teacher immunity: A path analysis. Indonesian Journal of Applied Linguistics, 10(1), 73–83. https://doi.org/10.17509/ijal.v10i1.24990
Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: an integrated reflective practice. Iranian Journal of Language Teaching Research, 7(3), 91-107. https://doi.org/10.30466/ijltr.2019.120738
Rashtchi, M., & Sanayi Mashhour, H. (2019). Extravert and introvert EFL teachers: How do reflective teaching and burnout relate? Journal of Applied Linguistics and Language Research, 6(3), 73-88. http://www.jallr.com/index.php/JALLR/article/view/1012/pdf1012
Rezai, A., Namaziandost, E., & Çakmak, F. (2022). Job satisfaction of Iranian EFL teachers: Exploring the role of gender, education level, teaching experience, and service location. Teaching English Language, 15(2), 201-228. https://doi.org/10.22132/tel.2022.142825
Schaufeli, W. B., & Salanova, M. (2011). Work engagement: On how to better catch a slippery concept. European Journal of Work and Organizational Psychology, 20(1), 39–46. https://doi.org/10.1080/1359432X.2010.515981
Schaufeli, W. B., Taris, T. W., & van Rhenen, W. (2008). Workaholism, burnout, and work engagement: Three of a kind or three different kinds of employee well-being? Applied Psychology, 57
Schmeichel, B. J., & Baumeister, R. F. (2004). Self-regulatory strength. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 84-98). The Guilford Press.
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99
Shirazizadeh, M., Tajik, L., & Amanzadeh, H. (2019). Reflection, resilience and role stress among Iranian EFL teachers: a mixed methods study. Issues in Language Teaching, 8(2), 1-24. https://doi.org/10.22054/ilt.2020.48955.448
Shu, K. (2022). Teachers’ Commitment and self-efficacy as predictors of work engagement and well-being. Frontiers in Psychology. 13, 1-15. https://doi.org/10.3389/fpsyg.2022.850204
Silva, D. I., Jr., Ferreira, M. C., & Valentini, F. (2020). Psychometric properties of the Engaged Teachers Scale (ETS). Psicologia: Teoria e Prática, 22(1), 109-126. https://doi.org/10.5935/1980-6906/psicologia.v22n1p109-126
Sutton, R. E., & Harper, E. (2009). Teachers’ emotion regulation. In L. J. Saha, & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching
(pp. 389–401). Springer. http://dx.doi.org/10.1007/978-0-387-73317-3_25
Song, J. (2021). Expanding teacher reflection on emotions in online teaching: grappling with teacher identity and student (non)participation. Iranian Journal of Language Teaching Research, 9(3), 77-91. https://doi.org/10.30466/ijltr.2021.121077
Taris, T. W., Schaufeli, W. B., & Shimazu, A. (2010). The push and pull of work: The differences between workaholism and work engagement. In A. B. Bakker (Ed.) & M. P. Leiter, Work engagement: A handbook of essential theory and research (pp. 39-53). Psychology Press.
Taylor, L. P., Newberry, M., & Clark, S. K. (2020). Patterns and progression of emotion experiences and regulation in the classroom. Teaching and Teacher Education, 93, 103081. https://doi.org/10.1016/j.tate.2020.103081
Topchyan, R., & Woehler, C. (2020). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society, 001312452092616. https://doi.org/10.1177/0013124520926161
Van Beek, I., Taris, T. W., & Schaufeli, W. B. (2011). Workaholic and work engaged employees: Dead ringers or worlds apart? Journal of Occupational Health Psychology, 16
(4), 468-482. https://doi.org/10.1037/a0024392
Xie, F. (2021). A study on Chinese EFL teachers’ work engagement: The predictability power of emotion regulation and teacher resilience. Frontiers in Psychology, 12, 1-11. 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, 1-8. https://doi.org/10.3389/fpsyg.2022.904151
Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers’ growth mindset and work engagement in the Chinese educational context: well-being and perseverance of effort as mediators. Frontiers in Psychology, 10, 1-14. https://doi.org/10.3389/fpsyg.2019.00839
Zhang, D., He, J. & Fu, D. (2021). How can we improve teacher’s work engagement? based on Chinese experiences. Frontiers in Psychology, 12, 1-14. https://doi.org/10.3389/fpsyg.2021.721450
Zheng, S., Heydarnejad, T, & Aberash, A. (2022). Modeling the interplay between emotion regulation, self-efficacy, and l2 grit in higher education. Frontiers in Psychology, 13, 1-15. https://doi.org/10.3389/fpsyg.2022.1013370
Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/01434632.2022.2092625