Purpose

For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.

Design/methodology/approach

Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.

Findings

Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).

Research limitations/implications

Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.

Practical implications

In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.

Social implications

The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.

Originality/value

The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.

中文翻译：

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高等教育中自我调节、情绪和教学方式的相互作用：一种路径分析方法

目的

为此，采用教师自我调节量表（TSRS）、教师情绪问卷（EQT）和格拉莎教学风格量表（TSI）来衡量教师自我调节对大学教师情绪和偏爱教学风格的影响。本研究的参与者是 320 名大学教师，他们主修英语的不同分支（英语文学、英语教学、英语翻译），在伊朗不同的大学任教。为了阐明因果关系，使用 LISREL 8.80 进行了路径分析。

设计/方法/方法

继有效教学对教育幸福感的关键作用之后，本研究深入研究了三个与教师相关的重要变量，即教师自我调节、情绪和教学风格。为此，采用 TSRS、EQT 和 Grasha 的 TSI 来衡量教师自我调节对大学教师情绪和偏爱教学风格的影响。本研究的参与者是 320 名大学教师，他们主修英语的不同分支（英语文学、英语教学、英语翻译），在伊朗不同的大学任教。为了阐明因果关系，使用 LISREL 8.80 进行了路径分析。

发现

根据研究结果，教师自我调节对愉快情绪有积极的预测作用；然而，它预测的是负面的不愉快情绪。结果还表明，教师自我调节积极且显着地预测以学生为中心的风格（促进者和委托者），而以教师为中心的风格（正式权威、个人模式和专家）则相反。

研究限制/影响

未来的研究可能会推进教师自我调节、教师情绪和教学风格分量表之间可能存在的关系。同时，建议针对教师自我调节、教师情感和教学风格等方面对提高语言学习者的学习成绩进行进一步的调查。

实际影响

实际上，当前研究的结果有助于教师心理学和教师教育领域。这项研究的意义可能会为大学教师的心理健康和专业发展开辟另一个视角。

社会影响

这项研究的意义可能会对政策制定者、课程设计者、教师教育者以及大学教师带来好处。

原创性/价值

这项研究的意义可能对政策制定者、课程设计者、教师教育者和大学教师有利。