The importance of teachers’ affective, cognitive, and motivational factors in students’ academic achievement and well-being has been widely acknowledged. These factors are of great relevance, especially in the foreign language learning context wherein interaction between teachers and students is frequent and varies in forms. Though abundant evidence points to the high prevalence and risky factors of burnout among such a group, the extant literature lacks a quantitative synthesis of the interrelationship between emotional intelligence, self-efficacy, and burnout among them. This study (...) aims to fill this research gap. The current meta-analysis is based on 42 independent samples with the experiences of 5,665 teachers reviewed. Results demonstrated moderate to large meta-correlations between these three constructs in the expected directions. EI and SE are positively correlated with each other, but negatively correlated with burnout. Moderation analysis also provides exploratory insights into the effects. Implications and future directions are also discussed. (shrink)

Different elements in education should be taken into account in the development of education which affects learners' success. Educators are one of the main elements of any educational program, primarily in mainstream education, and there is considerable research recognizing this and the fact that educators have a significant effect on learners' success. Therefore, education can be enhanced simply by enhancing educators' effectiveness. Moreover, because of the importance of educators' factors, many researchers have emphasized educator attributes over the last 20 years. (...) In an attempt to better explain the interaction between educator-related concepts in the setting of English as a Foreign Language, educator self-efficacy has a significant impact on the educators' everyday lives as well as on their learners and is regarded as an important factor in successful education and instruction. Furthermore, as one of the characteristics, teacher resilience is a multifaceted and developmental concept that has newly captured the interest of some scholars, specifically in the last 20 years, allowing educators not only to face difficult situations to survive but also to recover and prosper. To this end, the current review tries to emphasize these two significant factors in regulating learners' success. Corresponding to this review, some suggestions for further research are provided and pedagogical implications are proposed. (shrink)

Adolescence involves a profound number of changes in all domains of development. Among others, adolescence yields an enhanced awareness and responsibility toward the community, representing a critical age to develop prosocial behaviors. In this study, the mediation role of Trait Emotional Intelligence was detected for the relationship between the dark triad and prosocial behavior based on altruism and equity. A total of 129 healthy late adolescents filled in the Dark Triad Dirty Dozen, measuring Machiavellianism, psychopathy, and narcissism; the Altruistic Action (...) Scale, evaluating behaviors directed at helping others; the Equity Scale, assessing behaviors directed at equity in different forms; and the TEI Questionnaire-Short Form. Results showed that TEI mediated the negative effects of the three dark triad traits on both altruism and equity. This finding suggests that TEI, which relies on a set of dispositions, might reduce the malevolent effects of the dark triad on altruism and equitable behavior in late adolescence. This led to assume that intervention programs focused on improving emotional skills, also in late adolescence, can promote prosociality. (shrink)