The Mediating Role of Teacher-Student Relationship in the Association between Emotion Regulation and Psychological Well-being among Iranian EFL Teachers

Document Type : Original Article

Authors

1 Ph.D. Candidate in Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

2 Associate Professor of Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

3 Assistant Professor of Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

4 Ph.D. in Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

Abstract

Teaching is a complex profession demanding strong emotional regulation and interpersonal relationship skills, which are critical to teachers’ psychological well-being (PWB). Based on positive psychology as well as Compassion-Based Language Education (CBLE), this research intends to examine the mediational role of teacher-student relationship (TSR) in the relationship between emotion regulation (ER) and psychological well-being of Iranian English as a Foreign Language (EFL) teachers. Adopting SEM and with the help of established scales, the study searches for fresh insights about these core psychological processes to reveal the intricate associations between emotional regulation, relationships, and the psychological outcomes at work in the context of EFL instruction. A total of 243 Iranian EFL teachers were also randomly chosen based on the stratified random sampling technique with different professional experiences (that is, with different academic degrees and expertise). Broad experience and qualifications make our sample representative of Iranian EFL teachers and enhance the generalization of our findings. Stratification also helped in the coverage of aspects of age, education, and experience. Inter-variable correlations were strong, and TSR was a significant mediating variable, as indicated by the path coefficients. The direct effect of ER on TSR, indirect effect on PWB through TSR, and the total effect of ER on PWB were very significant according to AMOS 26 software. Notably, partial mediation was found where direct relationships of ER to PWB were still significant along indirect routes through TSR. This study offers unique avenues for future intervention efforts aimed at enhancing teacher well-being through relationship-oriented interventions.

Keywords

References

Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher wellbeing: Testing the mediating role of the teacher-student relationship. Learning and instruction, 58, 126-136. https://doi.org/10.1016/j.learninstruc.2018.05.006
Azari Noughabi, M., Fekri, N., & Kazemkhah Hasankiadeh, F. (2022). The contribution of psychological wellbeing and emotion-regulation to foreign language teaching enjoyment. Frontiers in Psychology, 13, 889133. https://doi.org/10.3389/fpsyg.2022.889133
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. http://dx.doi.org/10.1097/00007632-200012150-00014
Bonjakhi, M., Amirian, S. M. R., Davoudi, M., & Adel, S. M. R. (2024) The Contribution of Psychological Well-being, L2 Teacher Grit, Grit-s, and Perceived Organizational Support to Teacher Continous Professional Development: The Mediating Role of Work Motivation. Language Related Research, 360-0. https://lrr.modares.ac.ir/article-14-73962-en.html
Cankir E. I. L. A. L., Sahin S. A. F. I. Y. E. (2018). Psychological wellbeing and job performance: The mediating role of work engagement. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(3), 2549–2559. https://doi.org/10.17218/hititsosbil.487244
Chen, W., Huang, Z., Peng, B., & Hu, H. (2025). Unpacking the relationship between adolescents’ perceived school climate and negative emotions: the chain mediating roles of school belonging and social avoidance and distress. BMC Psychology, 13(1), 58. https://doi.org/10.1186/s40359-025-02364-1
Dagenais-Desmarais, V., & Savoie, A. (2012). What is psychological wellbeing, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13, 659-684. https://doi.org/10.1007/s10902-011-9285-3
Deng, L., Zhou, N., Nie, R., Jin, P., Yang, M., & Fang, X. (2018). Parent-teacher partnership and high school students’ development in mainland China: The mediating role of teacher-student relationship. Asia Pacific Journal of Education, 38(1), 15-31. https://doi.org/10.1080/02188791.2017.1361904
Derakhshan, A., Greenier, V., & Fathi, J. (2023). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology, 42(26), 22803-22822. https://doi.org/10.1007/s12144-022-03371-w
Fang, J., Xie, R., Ding, W., Li, J., Wang, D., & Li, W. (2024). Teacher’s invisible hands—the association between teacher-student relationship and subjective happiness among left-behind children: the chain mediating roles of resilience and learning engagement. Educational Psychology, 44(1), 40-58. https://doi.org/10.1080/01443410.2023.2300688
Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher–student relationships. British Journal of Educational Psychology, 82(4), 690-704. https://doi.org/10.1111/j.2044-8279.2011.02058.x
Gross, J. J. (2002). Emotion regulation: Affective, cognitive and social consequences. Psychophysiology, 39, 281–291. https://doi.org/10.1017/s0048577201393198
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and wellbeing. Journal of Personality and Social Psychology, 85(2). 348. https://doi.org/10.1037/0022-3514.85.2.348
Haghgooyan, Z., & Zal Ebadi, M. (2025). Investigating the effect of mental wellbeing of teachers on the level of psychological pressure of students with the mediating role of the quality of teacher-student communication in public schools. Psychological Researches in Management, 10(4), 85-107. https://doi.org/10.22034/jom.2025.2044096.1286
Heydarnejad, T., Zareian, G., Ghaniabadi, S., & Adel, S. M. R. (2021). Measuring language teacher emotion regulation: development and validation of the language teacher emotion regulation inventory at workplace (LTERI). Frontiers in Psychology, 12, 708888. https://doi.org/10.3389/fpsyg.2021.708888
Ismail, S. M., Patra, I., Yang, H., & Ajanil, B. (2023). Language teacher psychological wellbeing: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 44. https://doi.org/10.1186/s40862-023-00215-3
Jia, Y., Xie, R., Wang, X., Chen, Y., Ding, W., & Li, W. (2025). Bidirectional longitudinal relationships between beliefs about adversity, teacher–student relationships and academic engagement of left behind children. Social Psychology of Education, 28(1), 22. https://doi.org/10.1007/s11218-024-09956-6
Joo, B. K., Zigarmi, D., Nimon, K., & Shuck, B. (2017). Work cognition and psychological wellbeing: The role of cognitive engagement as a partial mediator. The Journal of Applied Behavioral Science, 53(4), 446-469. http://dx.doi.org/10.1177/0021886316688780
Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications.
Li, S. (2022). On the role of teacher-student rapport on English as a foreign language students’ wellbeing. Frontiers in Psychology, 12, 822013. https://doi.org/10.3389/fpsyg.2021.822013
Li, Y., & Zhang, L. (2024). Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence. Frontiers in Psychology, 14, 1329400. https://doi.org/10.3389/fpsyg.2023.1329400
Lin, S., Longobardi, C., Mastrokoukou, S., & Fabris, M. A. (2024). Bullying victimization and psychological adjustment in Chinese students: The mediating role of teacher–student relationships. School Psychology International, 46(1), 68-89. https://doi.org/10.1177/01430343241283020
Longobardi, C., Lin, S., Gastaldi, F. G. M., & Berchiatti, M. (2024). Teachers’ attitudes toward physical appearance of middle school students and students’ academic achievement: the mediating role of student-teacher relationship. Educational Research and Evaluation, 29(3-4), 130-146. https://doi.org/10.1080/13803611.2024.2314545
Longobardi, C., Prino, L. E., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in psychology, 7, 1988. https://doi.org/10.3389/fpsyg.2016.01988
Luo, T., & Derakhshan, A. (2024). Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective. Learning and Motivation, 88, 102062. https://doi.org/10.1016/j.lmot.2024.102062
Ma, L., Du, X., Hau, K. T., & Liu, J. (2018). The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educational psychology, 38(5), 687-707. https://doi.org/10.1080/01443410.2017.1412400
Ma, Y., & Liu, Z. (2024). Emotion regulation and wellbeing as factors contributing to lessening burnout among Chinese EFL teachers. Acta Psychologica, 245, 104219. https://doi.org/10.1016/j.actpsy.2024.104219
Mastrokoukou, S., Longobardi, C., Fabris, M. A., & Lin, S. (2025). Subjective socioeconomic status and life satisfaction among high school students: the role of teacher-student relationships. Social Psychology of Education, 28(1), 11. https://doi.org/10.1007/s11218-024-10015-3
Mercer, S. (2025). Compassion-based Language Education (EPUB). Oxford University Press.
Meyers, L.S., Gamst, G.S., & Guarino, A. J. (2008). Applied Multivariate Research: Design and Interpretation. Sage. https://doi.org/10.4135/9781071802687
Namaziandost, E., Heydarnejad, T., Ashkani, P., & Farokhipour, S. (2024). Psychological wellbeing and autonomy are guaranteed: an analysis of the significance of cognitive emotion regulation and reflective teaching in the careers of university EFL teachers. Journal of Applied Research in Higher Education, 17 (5), 1792–1806. https://doi.org/10.1108/JARHE-05-2024-0246
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge.
Ren, R., Chen, W., & Zhao, S. (2025). The indirect effects of school bullying on mathematics achievement: the mediating roles of teacher-student relationships, sense of belonging and differences between genders. BMC Public Health, 25(1), 113. https://doi.org/10.1186/s12889-025-21307-4
Roohani, A., & Haghparast, S. (2020). Relationship Between Critical Pedagogy and Reflective Thinking with L2 Teachers' Pedagogical Success. Journal of Asia TEFL, 17(1), 105. https://doi.org/10.18823/asiatefl.2020.17.1.7.105
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017). Affective teacher–student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239-261. https://doi.org/10.17105/spr-2017-0035.v46-3
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological wellbeing. Journal of Personality and Social Psychology, 57(6), 1069. ‏ https://doi.org/10.1037//0022-3514.57.6.1069
Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335. https://doi.org/10.1080/17439760.2018.1437466
Shakki, F. (2022). Iranian EFL students’ L2 engagement: The impact of teacher support and teacher-student rapport. Language Related Research, 13(3), 175-198. ‎ https://doi.org/10.52547/lrr.13.3.8
Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23, 457-477. https://doi.org/10.1007/s10648-011-9170-y
Su, W., Xiao, F., Jiang, S., & Lyu, B. (2024). The impact of teacher− student relationship on knowledge sharing among Chinese graduate students: The moderating roles of proactive personality. Psychology in the Schools, 61(5), 1881-1896. https://doi.org/10.1002/pits.23144
Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers' emotion regulation and classroom management. Theory into Practice, 48(2), 130-137. ‏ https://doi.org/10.1080/00405840902776418
Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of EFL teachers’ immunity, work engagement, and psychological wellbeing: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development, 45(8), 3241–3257. https://doi.org/10.1080/01434632.2022.2092625
Wang, Y., Jiang, G., Yao, Z., & Liu, L. (2024). The influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions. Frontiers in Psychology, 14, 1329439. https://doi.org/10.3389/fpsyg.2023.1329439
Xiyun, S., Fathi, J., Shirbagi, N., & Mohammaddokht, F. (2022). A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Frontiers in Psychology, 13, 904151. https://doi.org/10.3389/fpsyg.2022.904151
Yuan, L. (2024). EFL teacher-student interaction, teacher immediacy, and Students' academic engagement in the Chinese higher learning context. Acta Psychologica, 244, 104185. https://doi.org/10.1016/j.actpsy.2024.104185
Zakaria, Z., Don, Y., & Yaakob, M. F. M. (2021). Teachers' Wellbeing from the Social Psychological Perspective. International Journal of Evaluation and Research in Education, 10(2), 641-647. ‏ https://doi.org/10.11591/ijere.v10i2.21115
Zhang, L. (2023). Reviewing the effect of teachers’ resilience and wellbeing on their foreign language teaching enjoyment. Frontiers in Psychology, 14, 1187468. https://doi.org/10.3389/fpsyg.2023.1187468
Zhang, W., He, E., Mao, Y., Pang, S., & Tian, J. (2023). How teacher social-emotional competence affects job burnout: The chain mediation role of teacher-student relationship and wellbeing. Sustainability, 15(3), 2061. https://doi.org/10.3390/su15032061
Zheng, F. (2022). Fostering students’ wellbeing: The mediating role of teacher interpersonal behavior and student-teacher relationships. Frontiers in Psychology, 12, 796728. https://doi.org/10.3389/fpsyg.2021.796728
Zhi, R., & Derakhshan, A. (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, e12643. https://doi.org/10.1111/ejed.12643
Zou, H., Yao, J., Zhang, Y., & Huang, X. (2024). The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships. Psychology in the Schools, 61(1), 272-286. https://doi.org/10.1002/pits.23050
Applied Linguistics Inquiry
Volume 3, Issue 2
September 2025
Pages 23-36

Files

History

  • Receive Date: 24 February 2025
  • Revise Date: 05 June 2025
  • Accept Date: 07 July 2025

Share

How to cite

Statistics