HIGHLIGHTS
SUMMARY
The prominent function of positive emotions in the adequacy and quality of teaching has been widely emphasized in general education (Zhang and Zhang, 2013; Li et_al, 2020). Among them, positive emotional characteristics, including but not limited to emotion regulation and well-being, can result in teachers` flourishment, professional development, and success (Dewaele et_al, 2019; MacIntyre, 2021; Wang and Derakhshan, 2021; Sun et_al, 2022). That is, limited attention has been dedicated to examining the consequences of well-being and emotion regulation for teachers` effectiveness (Simbula et_al, 2012; Rüppel et_al, 2015; Zaki, 2018). To give . . .
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