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Journal of Multilingual and Multicultural Development Volume 45, 2024 - Issue 6
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Articles

Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study

Yongliang Wanga School of College English Teaching and ResearchHenan University, Kaifeng, People’s Republic of ChinaORCID Iconhttps://orcid.org/0000-0002-4672-8481View further author information
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Ali Derakhshanb Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, IranCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6639-9339View further author information
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Hadi Rahimpourc Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, IranORCID Iconhttps://orcid.org/0000-0001-8406-5626View further author information
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Pages 2111-2128 | Received 28 Dec 2021, Accepted 10 Feb 2022, Published online: 20 Feb 2022

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Yonggang Gao, Lu Gan & Dike Zhang. (2023) The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being: a structural equation modelling (SEM) study. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Xuehua Ding, Yi Liu & Jian-E Peng. (2023) Straddling burnout and resilience: a Q methodology study among high school EFL teachers. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Kun Dai & Yongliang Wang. (2023) Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Articles from other publishers (40)

Erkan Yüce, Meruyert Seitova & Burcu Şentürk. (2023) Online Learning Self-Efficacy in Using Technology among Turkish and Kazakh EFL Teachers. The Asia-Pacific Education Researcher 33:4, pages 857-867.
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Lan Ding & Zhanzhan Hong. (2023) On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs. The Asia-Pacific Education Researcher 33:4, pages 869-878.
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Xiaochen Wang, Yang Gao, Qikai Wang & Panpan Zhang. (2024) Relationships between Self-Efficacy and Teachers’ Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience. Behavioral Sciences 14:8, pages 629.
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Haibo Gu, Siyi Wang, Xiaofeng Chen & Qian Wang. (2024) Exploring the resilience development of secondary school English teacher-researchers: a Chinese case study. Humanities and Social Sciences Communications 11:1.
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Li Wang & Jianchun Dai. (2024) Screening English teachers’ professional identity, autonomy, and creativity and their relations with their success. Thinking Skills and Creativity 52, pages 101535.
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Mostafa Azari Noughabi, Shanshan Yang, Elouise Botes & Jean-Marc Dewaele. (2024) The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison. Language Teaching Research.
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Ran Zhi & Ali Derakhshan. (2024) Modelling the interplay between resilience, emotion regulation and psychological well‐being among Chinese English language teachers: The mediating role of self‐efficacy beliefs. European Journal of Education.
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Marissa Yi-Hsuan Wu, Shih-Yuan Huang, Jen-Ho Chang, Ping-Hsun Tsai & Hsueh-Chih Chen. (2023) Undergoing acculturation: the effects of bicultural identity on the Eudaimonic well-being of Chinese students in the United States. Current Psychology 43:9, pages 7758-7771.
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Leila Afzali & Simin Hosseinian. (2024) Development and validation of School Resilience Questionnaire (SRQ) in Iranian adolescents. BMC Psychology 12:1.
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Reima Al-Jarf. (2024) <span>A Model for Alleviating Work Pressures and Enhancing Teachers’ Resilience</span>. SSRN Electronic Journal.
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Dalia Bagdžiūnienė, Aušra Kazlauskienė, Dalia Nasvytienė & Emilija Sakadolskis. (2023) Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave. Frontiers in Psychology 14.
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Juan Wu & Qifeng Zhao. (2023) The contribution of mindfulness in the association between L2 learners’ engagement and burnout. Heliyon 9:11, pages e21769.
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Li Hu & Yongliang Wang. (2023) The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychology 11:1.
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Serkan Deniz & Eyüp İzci. (2023) The Views of Classroom Teachers on the Instruction of Current Issues. SAGE Open 13:4.
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Yongliang Wang & Ziwen Pan. (2023) Modeling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis. SAGE Open 13:4.
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Ziwen Pan, Yongliang Wang & Ali Derakhshan. (2023) Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding. Journal of Psycholinguistic Research 52:5, pages 1799-1819.
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Linlin Zhang. (2023) Reviewing the effect of teachers’ resilience and wellbeing on their foreign language teaching enjoyment. Frontiers in Psychology 14.
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Siyu Duan, Wenxiu Chu & Honggang Liu. (2023) “Seeking Resilience, Sustaining Development”: A Self-Narrative Study of Early Career English Teacher Resilience from an Ecological Perspective. Sustainability 15:16, pages 12386.
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Khadijeh Rezazadeh, Mostafa Janebi Enayat & Fatemeh Poorebrahim. (2023) Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Yinna Su. (2023) Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon 9:6, pages e16361.
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Qingzhi Heng & Lina Chu. (2023) Self-efficacy, reflection, and resilience as predictors of work engagement among English teachers. Frontiers in Psychology 14.
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Jieping Xu. (2023) The interplay between Chinese EFL teachers’ positive psychological capital and their work engagement. Heliyon 9:2, pages e13151.
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Chunmei Xue. (2023) Mitigating EFL students' academic disengagement: The role of teachers’ compassion and mindfulness in China. Heliyon 9:2, pages e13150.
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Xinxin Wu. (2022) Tears and cheers: A narrative inquiry of a doctoral student’s resilience in study abroad. Frontiers in Psychology 13.
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Dalia Bagdžiūnienė, Aušra Kazlauskienė, Dalia Nasvytienė & Emilija Sakadolskis. (2022) Linking supportive school leadership and teacher resilience: The mediating role of job resources. Frontiers in Education 7.
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Dan Yang. (2022) Unpacking the role of Chinese EFL teacher aggression and burnout in their professional success: A teachers’ psychology perspective. Frontiers in Psychology 13.
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Yanfei Shen. (2022) Mitigating Students’ Anxiety: The Role of Resilience and Mindfulness Among Chinese EFL Learners. Frontiers in Psychology 13.
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Rui Qiao. (2022) A Theoretical Analysis of Approaches to Enhance Students’ Grit and Academic Engagement. Frontiers in Psychology 13.
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Yan Yang & Juan Xie. (2022) The Role of Ambiguity Tolerance and Enthusiasm on Chinese University Teachers’ Burnout. Frontiers in Psychology 13.
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Jia Sun. (2022) Grit and Resilience as Predictors of Creativity Among Chinese English as a Foreign Language Teachers. Frontiers in Psychology 13.
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Lu Gan, Yonggang Gao & Jinwen Wu. (2022) Toward Measuring Chinese EFL Teachers’ Resilience: The Role of Teachers’ Enjoyment, Anger, and Anxiety. Frontiers in Psychology 13.
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Wei Liu, Yonggang Gao, Lu Gan & Jinwen Wu. (2022) The Role of Chinese Language Learners' Academic Resilience and Mindfulness in Their Engagement. Frontiers in Psychology 13.
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Ali Derakhshan, Dariusz Doliński, Kiyana Zhaleh, Mostafa Janebi Enayat & Jalil Fathi. (2022) A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context. System 106, pages 102790.
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Ling Li & Lili Lv. (2022) The Impact of Chinese EFL Teachers’ Emotion Regulation and Resilience on Their Success. Frontiers in Psychology 13.
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Xiaoshi Zhang. (2022) The Role of EFL Teachers’ Emotioncy in Preventing Students’ Boredom and Pessimism. Frontiers in Psychology 13.
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Bo Zhang. (2022) The Relationship Between Chinese EFL Learners’ Resilience and Academic Motivation. Frontiers in Psychology 13.
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Mostafa Azari Noughabi, Neda Fekri & Fatemeh Kazemkhah Hasankiadeh. (2022) The Contribution of Psychological Wellbeing and Emotion-Regulation to Foreign Language Teaching Enjoyment. Frontiers in Psychology 13.
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Heli Chang. (2022) Stress and Burnout in EFL Teachers: The Mediator Role of Self-Efficacy. Frontiers in Psychology 13.
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Wenxiu Chu & Honggang Liu. (2022) A Mixed-Methods Study on Senior High School EFL Teacher Resilience in China. Frontiers in Psychology 13.
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Wenjiao Li. (2022) Resilience Among Language Learners: The Roles of Support, Self-Efficacy, and Buoyancy. Frontiers in Psychology 13.
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