Contributions of significant others to second language teacher well-being: a self-determination theory perspective

References

Adams, Nicole, Todd Little & Richard Ryan. 2017. Self-determination theory. In Michael Wehmeyer, Karrie Shogren, Todd Little & Shane Lopez (eds.), Development of self-determination through the life-course, 47–54. Cham: Springer.10.1007/978-94-024-1042-6_4Search in Google Scholar

Ary, Donald, Lucy Cheser Jacobs, Christine K. Sorensen Irvine & David Walker. 2018. Introduction to research in education. Belmont, CA: Cengage Learning.Search in Google Scholar

Barcelos, Anna. 2015. Unveiling the relationship between language learning beliefs, emotions and identities. Studies in Second Language Learning and Teaching 5(2). 301–325. https://doi.org/10.14746/ssllt.2015.5.2.6.Search in Google Scholar

Barcelos, Anna, Anna, Aragão, Maria Ruohotie-Lyhty & Gysele Colombo-Gomes. 2022. Contemporary perspectives on research about emotions in language teaching. Revista Brasileirao de Linguistica Aplicada 22 (1). 1–16. https://doi.org/10.1590/1984-6398202221654.Search in Google Scholar

Beijaard, Douwe, Koopman Maaike & Schellings Gonny. 2022. Reframing teacher professional identity and learning. In Ian Menter (ed.), The Palgrave handbook of teacher education research, 1–23. Cham: Palgrave Macmillan.10.1007/978-3-030-59533-3_28-1Search in Google Scholar

Barkhuizen, Gary. 2016. Language teacher identity research: An introduction. In Reflections on language teacher identity research, 9–19. London: Routledge.10.4324/9781315643465-5Search in Google Scholar

Barkhuizen, Gary & Sal Consoli. 2021. Pushing the edge in narrative inquiry. System 102. 102656.10.1016/j.system.2021.102656Search in Google Scholar

Benesch, Sarah. 2017. Emotions and English language teaching: Exploring teachers’ emotion labor. Oxfordshire: Routledge.10.4324/9781315736181Search in Google Scholar

Berger, Peter B. & Thomas, Luckmann. 1967. The social construction of reality: A treatise in the sociology of knowledge. American Sociological Review 32(1). 137.10.2307/2091739Search in Google Scholar

Blumer, Herbert. 1969. Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice Hall.Search in Google Scholar

Deci, Edward. 1975. Notes on the theory and meta theory of intrinsic motivation. Organizational Behavior and Human Performance 15(1). 130–145.10.1016/0030-5073(76)90033-7Search in Google Scholar

Deci, Edward L. & Richard M. Ryan. 1980. Self-determination theory: When mind mediates behavior. Journal of Mind and Behavior 1. 33–43.Search in Google Scholar

Deci, Edward L. & Richard M. Ryan. 2000. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry 11(4). 227–268. https://doi.org/10.1207/s15327965pli1104_01.Search in Google Scholar

Deci, Edward L., Richard M. Ryan & Frédéric Guay. 2013. Self-determination theory and actualization of human potential. In D. M. McInerney, H. W. Marsh, R. G. Craven & F. Guay (eds.), Theory driving research: New wave perspectives on self-processes and human development, 109–133. Charlotte: IAP Information Age Publishing.Search in Google Scholar

Derakhshan, Ali, Yongliang Wang, Yongxiang Wang & Jos Luis Ortega-Mart. 2023. Towards innovative research approaches to investigating the role of emotional variables in promoting language teachers’ and learners’ mental health. International Journal of Mental Health Promotion 25(7). 823–832.10.32604/ijmhp.2023.029877Search in Google Scholar

Dewaele, Jean-Marc & Liana Maria Pavelescu. 2019. The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: A multiple case study. Innovation in Language Learning and Teaching 15(1). 66–80.10.1080/17501229.2019.1675667Search in Google Scholar

Ebadijalal, Marjan & Shahab Moradkhani. 2022. Understanding EFL teachers’ wellbeing: An activity theoretic perspective. Language Teaching Research 13621688221125558. https://doi.org/10.1177/13621688221125558.Search in Google Scholar

Gan, Zhengdong. 2014. Learning from interpersonal interactions during the practicum: A case study of non-native ESL student teachers. Journal of Education for Teaching 40(2). 128–139.10.1080/02607476.2013.869969Search in Google Scholar

Greenier, Vincent, Troy, Ali, Derakhshan & Jalil Fathi. 2021. Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System 97. 102446.10.1016/j.system.2020.102446Search in Google Scholar

Hobson, Andrew J. 2020. ONSIDE mentoring: A framework for supporting professional learning, development, and well-being. In B. J. Irby, J. N. Boswell, L. J. Searby, F. Kochan, R. Garza & N. Abdelrahman (eds.), The Wiley international handbook of mentoring: Paradigms, practices, programs, and possibilities, 521–545. John Wiley & Sons.10.1002/9781119142973.ch32Search in Google Scholar

Huppert, Felicia A. 2009. Psychological well-being: Evidence regarding its causes and consequences. Applied Psychology: Health and Well-being 1(2). 137–164.10.1111/j.1758-0854.2009.01008.xSearch in Google Scholar

Jakoby, Nina R. 2015. The self and significant others: toward a sociology of loss. Illness, Crisis & Loss 23(2). 129–174. https://doi.org/10.1177/1054137315575843.Search in Google Scholar

Jin, Jun, Sarah Mercer, Sonja Babic, & Astrid Mairitsch. 2021. You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK. System 96. 102400.10.1016/j.system.2020.102400Search in Google Scholar

Kayi-Aydar, Hayriye. 2015. Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education 45. 94–103.10.1016/j.tate.2014.09.009Search in Google Scholar

Kayi-Aydar, Hayriye. 2021. A framework for positioning analysis: From identifying to analyzing (pre)positions in narrated story lines. System 102. 102600.10.1016/j.system.2021.102600Search in Google Scholar

Lichtman, Marilyn. 2013. Qualitative research for the social sciences. London: SAGE Publications.Search in Google Scholar

Lin, Tzu Bin, Liyi Wang & Muyu Wang. 2018. Diverse interpretations on nativeness but unanimous subscription to native-speakerism: Identity of future non-native English teachers in Taiwan. The Journal of Asia TEFL 15. 566–899. 10.18823/asiatefl.2018.15.3.3.603.10.18823/asiatefl.2018.15.3.3.603Search in Google Scholar

MacIntyre, Peter D., Jessica M. Ross, Kyle Talbot, Sarah Mercer, Tammy Gregersen & Claire Ann Banga. 2019. Stressors, personality and wellbeing among language teachers. System 82. 26–38.10.1016/j.system.2019.02.013Search in Google Scholar

Mairitsch, Astrid, Sonja Babic, Sarah Mercer, Giulia Sulis, Jun Jin & Jim King. 2021. Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK. Teaching and Teacher Education 106. 103452.10.1016/j.tate.2021.103452Search in Google Scholar

Mann, S. 2016. The research interview: Reflective practice and reflexivity in research processes. Cham: Springer.10.1057/9781137353368_1Search in Google Scholar

Mead, George Herbert. 1934. Mind, self, and society: from the standpoint of a social behaviorist. Chicago, IL: The University of Chicago Press.Search in Google Scholar

Mead, George Herbert. 1965. The social psychology of George Herbert Mead: Self. Part 6. Chicago: University of Chicago.10.7208/chicago/9780226187112.001.0001Search in Google Scholar

Mercer, Sarah. 2021. An agenda for well-being in ELT: An ecological perspective. ELT Journal 75(1). 14–21. https://doi.org/10.1093/elt/ccaa062.Search in Google Scholar

Merriam, Sharan B. 2009. Qualitative research: A guide to design and implementation. Chicago: Jossey-Bass.Search in Google Scholar

Moses, Ikupa, Amanda Berry, Nadira Saab & Wilfried Admiraal. 2017. Who wants to become a teacher? Typology of student-teachers’ commitment to teaching. Journal of Education for Teaching 43(4). 444–457.Search in Google Scholar

Nazari, Mostafa & Sedigheh Karimpour 2022. The role of emotion labor in English language teacher identity construction: An activity theory perspective. System 107. 102811. https://doi.org/10.1016/j.system.2022.102811.Search in Google Scholar

Nazari, Mostafa, Peter De Costa & Sedigheh Karimpour. 2023. The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective. Language Teaching Research 1–25. https://doi.org/10.1177/13621688221143476.Search in Google Scholar

Nazari, Mostafa & Sedigheh Karimpour. 2023. “Teacher, man mitoonam, ?”: Translanguaging and English language teacher emotion labor. Journal of Language, Identity and Education 28. 1–15. https://doi.org/10.1080/15348458.2023.2167206.Search in Google Scholar

Nazari, Mostafa & Xodabande Ismail. 2022. English language teacher well-being and professional identity construction: A self-determination theory perspective. In L. J. P. Herrera, G. Martinez-Alba & E. Trinh (eds.), Teacher well-being in English language teaching, 99–112. London: Routledge.10.4324/9781003314936-10Search in Google Scholar

Ross, Andrew & Damian J. Rivers. 2018. Emotional experiences beyond the classroom: Interactions with the social world. Studies in Second Language Learning and Teaching 8(1). 103–126.10.14746/ssllt.2018.8.1.5Search in Google Scholar

Ryan, Richard M. & Edward L. Deci. 2001. On happiness and human potentials: a review of research on hedonic and eudaimonic well-being. Annual Review of Psychology 52(1). 141–166. https://doi.org/10.1146/annurev.psych.52.1.141.Search in Google Scholar

Ryan, Richard M. & Edward L. Deci. 2012. Multiple identities within a single self: A self-determination theory perspective on internalization within contexts and cultures. In M. R. Leary & J. P. Tangney (eds.), Handbook of self and identity, 225–246. New York: The Guilford Press.Search in Google Scholar

Ryan, Richard M. & Edward L. Deci. 2019. Brick by brick: The origins, development, and future of self-determination theory. Advances in Motivation Science 6. 111–156.10.1016/bs.adms.2019.01.001Search in Google Scholar

Ryan, Richard M., Bart Soenens & Maarten Vansteenkiste. 2018. Reflections on self-determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business. Journal of Personality 87(1). 115–145.10.1111/jopy.12440Search in Google Scholar

Sak, Mehmet & Nurdan Gurbuz. 2024. Dynamic changes in pre-service language teacher well-being in the classroom ecology: A micro approach. Tesol Quarterly 58(1). 168–194. https://doi.org/10.1002/tesq.3222.Search in Google Scholar

Serpe, Richard T. & Sheldon Stryker. 2011. The symbolic interactionist perspective and identity theory. In Handbook of identity theory and research, 225–248. New York, NY: Springer eBooks.10.1007/978-1-4419-7988-9_10Search in Google Scholar

Serpe, Richard T., Robin Stryker & Brian A. Powell. 2020. Structural symbolic interaction and identity theory: The Indiana school and beyond. In Identity and Symbolic Interaction, 1–33. Cham: Springer eBooks.10.1007/978-3-030-41231-9_1Search in Google Scholar

Sisask, Merike, Peeter Värnik, Airi Värnik, Alan Apter, Judit Balazs, Maria Balint, Julio Bobes, Romuald Brunner, Paul Corcoran, Doina Cosman, Dana Feldman, Christian Haring, Jean-Pierre Kahn, Vita Poštuvan, Alexandra Tubiana, Marco Sarchiapone, Camilla Wasserman, Vladimir Carli, Christina W. Hoven & Danuta Wasserman. 2013. Teacher satisfaction with school and psychological well-being affects their readiness to help children with mental health problems. Health Education Journal 73(4). 382–393. https://doi.org/10.1177/0017896913485742.Search in Google Scholar

Song, Juyoung. 2016. Emotions and language teacher identity: Conflicts, vulnerability, and transformation. Tesol Quarterly 50(3). 631–654. https://doi.org/10.1002/tesq.312.Search in Google Scholar

Sulis, Giulia, Astrid Mairitsch, Sonja Babic, Sarah Mercer & Pia Resnik. 2023. ELT teachers’ agency for wellbeing. ELT Journal 1–9. https://doi.org/10.1093/elt/ccad050.Search in Google Scholar

Talbot, Kyle & Sarah Mercer. 2018. Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics 41(4). 410–432.10.1515/cjal-2018-0031Search in Google Scholar

Tao, Jian & Xuesong Gao. 2021. Language teacher agency. Cambridge: Cambridge University Press.10.1017/9781108916943Search in Google Scholar

Veenstra, René, Siegwart Lindenberg, Gijs, Huitsing, Miia Sainio & Christina Salmivalli. 2014. The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying. Journal of Educational Psychology 106(4). 1135–1143. https://doi.org/10.1037/a0036110.Search in Google Scholar

Yazan, Bedrettin & Kristen Lindahl. 2020. Language teacher identity in TESOL: Teacher education and practice as identity work. London: Routledge.10.4324/9780429342875Search in Google Scholar

Zembylas, Michalinos. 2003. Emotions and teacher identity: A poststructural perspective. Teachers and Teaching 9(3). 213–238.10.1080/13540600309378Search in Google Scholar