Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Azid, N. H., Yaacob, A., & Shaik-Abdullah, S. (2016). The Multiple Intelligence Based Enrichment Module on the Development of Human Potential: Examining Its Impact and the Views of Teachers. Malaysian Journal of Learning and Instruction, 13(2), 175-200.
Beard, K. S., Hoy, W. K., & Hoy, A. W. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136-1144.
Boonen, T., Pinxten, M., Van Damme, J., & Onghena, P. (2014). Should schools be optimistic? An investigation of the association between academic optimism of schools and student achievement in primary education. Educational Research and Evaluation, 20(1), 3-24.
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
Burić, I., Slišković, A., & Penezić, Z. (2019). Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience. Educational Psychology, 39(9), 1136-1155.
Cobo‐Rendón, R., Pérez‐Villalobos, M. V., Páez‐Rovira, D., & Gracia‐Leiva, M. (2020). A longitudinal study: Affective wellbeing, psychological wellbeing, self‐efficacy and academic performance among first‐year undergraduate students. Scandinavian Journal of Psychology, 61(4), 518-526.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Dagenais-Desmarais, V., & Savoie, A. (2012). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13, 659-684.
Dang, T. K. A., Carbone, A., Ye, J., & Vu, T. T. P. (2022). How academics manage individual differences to team teach in higher education: a sociocultural activity theory perspective. Higher Education, 1-20.
Derakhshan, A., Dewaele, J. M., & Noughabi, M. A. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, 102890.
Eren, A. (2012). Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education, 28(1), 111-123.
Eren, A. (2014). Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching: A mediation analysis. Social Psychology of Education, 17, 73-104.
Fathi, J., Derakhshan, A., & Saharkhiz Arabani, A. (2020). Investigating a structural model of self-efficacy, collective efficacy, and psychological well-being among Iranian EFL teachers. Iranian Journal of Applied Language Studies, 12(1), 123-150.
Feng, F. I., & Chen, W. L. (2019). The effect of principals’ social justice leadership on teachers’ academic optimism in Taiwan. Education and Urban Society, 51(9), 1245-1264.
Field, A. P. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
Graziano, P. A., Garic, D., & Dick, A. S. (2022). Individual differences in white matter of the uncinate fasciculus and inferior fronto‐occipital fasciculus: possible early biomarkers for callous‐unemotional behaviors in young children with disruptive behavior problems. Journal of Child Psychology and Psychiatry, 63(1), 19-33.
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.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-289.
Gul, R., & Rafique, M. (2017). Teachers preferred approaches towards multiple intelligence teaching: Enhanced prospects for teaching strategies. Journal of Research & Reflections in Education (JRRE), 11(2).
Gustems-Carnicer, J., Calderon, C., Batalla-Flores, A., & Esteban-Bara, F. (2019). Role of coping responses in the relationship between perceived stress and psychological well-being in a sample of Spanish educational teacher students. Psychological Reports, 122(2), 380-397.
Hanafin, J. (2014). Multiple intelligences theory, action research, and teacher professional development: The Irish MI project. Australian Journal of Teacher Education (Online), 39(4), 126-141.
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411.
Hassan, A., Sulaiman, T., & Baki, R. (2011). Philosophical approach in applying multiple intelligence in teaching and learning as viewed by Malaysian school teachers. International Journal of Business and Social Science, 2(16).
Hong, F. Y. (2017). Antecedent and consequence of school academic optimism and teachers’ academic optimism model. Educational Studies, 43(2), 165-185.
Teachers’ knowledge, beliefs, and thinking. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 715–737). Mahwah: Lawrence Erlbaum.
Hoy, A. W., Hoy, W. K., & Kurz, N. M. (2008). Teacher's academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821-835.
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446.
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2010). Academic optimism of schools.
Hsieh, C. C., Yen, H. C., & Kuan, L. Y. (2014). The Relationship among Principals' Technology Leadership, Teaching Innovation, and Students' Academic Optimism in Elementary Schools. International Association for the Development of the Information Society.
Ibrahim, R. Z. A. R., Zalam, W. Z. M., Foster, B., Afrizal, T., Johansyah, M. D., Saputra, J., ... & Ali, S. N. M. (2021). Psychosocial work environment and teachers’ psychological well-being: The moderating role of job control and social support. International Journal of Environmental Research and Public Health, 18(14), 7308.
Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69.
Katsantonis, I. (2020). Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers. Pedagogical Research, 5(4).
Khodarahmi, E., & Zarrinabadi, N. (2016). Self-regulation and academic optimism in a sample of Iranian language learners: Variations across achievement group and gender. Current Psychology, 35, 700-710.
Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020-1041.
Kun, A., & Gadanecz, P. (2019). Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers. Current Psychology, 1-15.
Li, C. (2022). Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables. Language Teaching Research, 13621688221090324.
Li, F., Mohammaddokht, F., Hosseini, H. M., & Fathi, J. (2023). Reflective teaching and academic optimism as correlates of work engagement among university instructors. Heliyon, 9(2).
Li, S. (2021). Psychological wellbeing, mindfulness, and immunity of teachers in second or foreign language education: a theoretical review. Frontiers in Psychology, 12, 720340.
Liu, L., Fathi, J., Allahveysi, S. P., & Kamran, K. (2023). A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. Frontiers in Psychology, 14, 1137357.
Loughran, J., & Hamilton, M. (2016). Developing an understanding of teacher education. In J. Loughran & M. Hamilton (Eds.), International handbook of teacher education (Vol. 1, pp. 3–22). Dordrechdt: Springer.
Lucas-Mangas, S., Valdivieso-León, L., Espinoza-Díaz, I. M., & Tous-Pallarés, J. (2022). Emotional intelligence, psychological well-being and burnout of active and in-training teachers. International Journal of Environmental Research and Public Health, 19(6), 3514.
Mavroveli, S., Petrides, K. V., Rieffe, C., & Bakker, F. (2007). Trait emotional intelligence, psychological well‐being and peer‐rated social competence in adolescence. British Journal of Developmental Psychology, 25(2), 263-275.
McCarthy, C. J., Lambert, R. G., & Reiser, J. (2014). Vocational concerns of elementary teachers: Stress, job satisfaction, and occupational commitment. Journal of Employment Counseling, 51(2), 59-74.
McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203-229.
McInerney, D. M., Ganotice, F. A., King, R. B., Morin, A. J., & Marsh, H. W. (2015). Teachers’ commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 35(8), 926-945.
McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158.
Nazari, M., & Alizadeh Oghyanous, P. (2021). Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study. Cogent Education, 8(1), 1892943.
Sabouripour, F., Roslan, S., Ghiami, Z., & Memon, M. A. (2021). Mediating role of self-efficacy in the relationship between optimism, psychological well-being, and resilience among Iranian students. Frontiers in Psychology, 12, 675645.
Shearer, C. B. (2004). Using a multiple intelligences assessment to promote teacher development and student achievement. Teachers College Record, 106(1), 147-162.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.
Smith, P. A., & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45(5), 556-568.
Soleimani, H., & Allahveysi, S. P. (2022). Teacher education and multiple intelligences: Foreign language teaching anxiety of Iranian EFL teachers. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 14(29), 214-227.
Soleimani, H., Moinnzadeh, A., Kassaian, Z., & Ketabi, S. (2012). The effect of instruction based on multiple intelligences theory on the attitude and learning of general English. English Language Teaching, 5(9), 45-53.
Song, K. (2022). Well-being of teachers: The role of efficacy of teachers and academic optimism. Frontiers in Psychology, 12, 6588.
Straková, J., Simonová, J., & Greger, D. (2018). Improving mathematics results: does teachers’ academic optimism matter? A study of lower secondary schools. School Effectiveness and School Improvement, 29(3), 446-463.
Sulaiman, T., Abdurahman, A. R., & Rahim, S. S. A. (2010). Teaching strategies based on multiple intelligences theory among science and mathematics secondary school teachers. Procedia-Social and Behavioral Sciences, 8, 512-518.
Thien, L. M., & Chan, S. Y. (2022). One-size-fits-all? A cross-validation study of distributed leadership and teacher academic optimism. Educational Management Administration & Leadership, 50(1), 43-63.
Tschannen‐Moran, M., Bankole, R. A., Mitchell, R. M., & Moore, D. M. (2013). Student academic optimism: A confirmatory factor analysis. Journal of Educational Administration.
Wagner, C. A., & Dipaola, M. F. (2011). Academic optimism of high school teachers: Its relationship to organizational citizenship behaviors and student achievement. Journal of School Leadership, 21(6), 893-926.
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, 1-17.
Woolfolk Hoy, A. (2012). Academic optimism and teacher education. The Teacher Educator, 47(2), 91-100.
Wu, J. H., & Lin, C. Y. (2018). A multilevel analysis of teacher and school academic optimism in Taiwan elementary schools. Asia Pacific Education Review, 19, 53-62.
Wu, J. H., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism: Toward a robust model of school performance in Taiwan. Journal of Educational Administration, 51(2), 176-193.
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, 904151.
Xu, L., & Zhu, X. (2022). The predictive role of Chinese English as a foreign language teachers’ psychological capital in their job commitment and academic optimism. Frontiers in Psychology, 13, 916433.
Yang, H. M. (2022). English as a foreign language teachers’ well-being, their apprehension, and stress: The mediating role of hope and optimism. Frontiers in Psychology, 13, 855282.
Yaumi, M., Sirate, S. F. S., & Patak, A. A. (2018). Investigating multiple intelligence-based instructions approach on performance improvement of Indonesian elementary madrasah teachers. SAGE Open, 8(4), 2158244018809216.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
Zhang, X. (2021). The effect of English as a foreign language teachers’ optimism and affectivity on their psychological well-being. Frontiers in Psychology, 12, 816204.