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Updated: Aug 16, 2025

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Modeling the contributions of EFL university professors' emotion regulation to self-efficacy, work engagement, and
Ehsan Namaziandost1, Tahereh Heydarnejad2, Vahid Rahmani Doqaruni2
1Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Abstract:
As university professors' emotion regulation (ER) plays a pivotal role in their efficacy, it is essential to explore if it is significantly correlated with work engagement (WE), self-efficacy, and anger at the workplace. To respond to the call, this research inspected the contributions of university professors' ER to their WE, self-efficacy, and anger. For this purpose, a total of 278 university professors were selected using a convenience sampling method and asked to fill out Language Teacher Emotion Regulation Inventory, Engaged Teacher Scale, Teacher Sense of Efficacy Scale, and Teacher Anger Scale. A structural equation modeling was used to analyze the gathered data. Results disclosed that the participants' ER significantly contributed to their WE and self-efficacy. Additionally, the findings documented that the participants' ER was negatively correlated with their anger. The implications of the findings are discussed for pertinent stakeholders.
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