Tahereh Heydarnejad
Biographic Data
| ID | 3053073 |
|---|---|
| NAME | Tahereh Heydarnejad |
| GIVEN NAMES | Tahereh |
| FAMILY NAME | Heydarnejad |
| SIGNATURE | HEYDARNEJAD T |
| AFFILIATIONS | University of Gonabad |
| ORCID | 0000-0003-0011-9442 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Unearthing Perfectionism and L2 Speaking Performance among Iranian EFL Learners: The Moderating Role of Cultural Collectivism
Role of Academic Emotion Regulation and Self-Compassion in EFL Learners’ Academic Motivation, Growth Mindset, and Psychological Wellness: Insights from Self-Determination Theory
Keep the Ball Rolling in AI-Assisted Language Teaching: Illuminating the Links Between Productive Immunity, Work Passion, Job Satisfaction, Occupational Success, and Psychological Well-Being Among EFL…
Artificial intelligence (AI) revolutionizes education by fundamentally altering the methods of teaching and processes of learning. Given such circumstances, it is essential to take into account the mental and psychological well-being of teachers as the architects of education. This research investigated the links between teacher immunity (TI), work passion (WP), job satisfaction (JS), occupational well-being (OW-B) and psychological well-being (P…
Like coloured pencils in a pencil case: A portray of the connections between learning style preferences, needs satisfaction, academic motivation, and psychological well‐being from the window of self‐d…
Self‐determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self‐determined motivation, well‐being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well‐being of 417 EFL students at t…
The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context
Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal o…
A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape
The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and teacher work motivation (TWM) on teacher well-being. However, there is a noticeable gap in the research regarding the role of teacher immunity (TI) and teacher emotion regulation (TER) in TPI, TA, TWM among English as a foreign language (EFL) teachers. In light of this gap, the present study aimed to …
Retracted Article: May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes
Many students feel uncomfortable when obliged to communicate in English. Students' fear of speaking English is influenced by psychological reasons such as the fear of failing, being misunderstood, and making grammatical errors. Students' active participation in English class discussions might be hindered by shyness, nervousness, lack of confidence, and motivation. Helping these reserved students gain self-assurance and perfect their spoken Englis…
Unveiling the Influence of Emotion Regulation on Job Satisfaction, Job Effectiveness, and Psychological Well‐Being in Iranian University EFL Teachers: A SEM Analysis
Emotion regulation plays a crucial role in shaping the professional efficacy of English as a foreign language (EFL) teachers in higher education. Despite this, examining how emotion regulation intersects with job satisfaction, job effectiveness, and psychological well‐being in university EFL teachers in Iran is largely under investigation. Addressing this gap, the present research integrates these four constructs (i.e., emotion regulation, job sa…
To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation
Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger
Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: Examining possible relationships
Culture and Language Are Inextricably Linked: Surveying the Effectiveness of Culture-Based Instructional Materials on Enhancing Reading Comprehension (RC), Inclination to Reading, and Reading Attitude…
Students who learn about different cultures during their education feel more comfortable and safer with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves and in their interactions with others. Thus, language and culture are not separated. Considering this important point, the present research inspected the impacts of having English CBK on improving the EFLL learne…
A Comparative Study of Pejoration in English and Egyptian Vernacular Arabic from a Historical-Sociolinguistic Approach
Pejoration is an under-researched topic in the Arabic language. This study intends to examine pejoration in Egyptian Arabic, as well as its domains and causes. The study employs a socio-semantic approach for pursuing in-depth investigations of pejoration in Egyptian Arabic. Pejoration was contextually traced with the purpose of revealing how contextual realities, including historical, social, cultural, and even ethical norms, could contribute to …
The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study
Effective learning is the ultimate goal in every educational system, which can be achieved by considering the intertwined relationships of both cognitive and affective procedures. In line with this argument, this study intends to shed light on the impact of Emotion Based Language Instruction (EBLI) in enhancing teaching productive skills (speaking and writing) to EFL students. To do so, Quasi-Experimental Study was carried out among Iranian Engli…
Culture and Language Are Inextricably Linked: Surveying the Effectiveness of Culture-Based Instructional Materials on Enhancing Reading Comprehension (RC), Inclination to Reading, and Reading Attitude…
Students who learn about different cultures during their education feel more comfortable and safer with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves and in their interactions with others. Thus, language and culture are not separated. Considering this important point, the present research inspected the impacts of having English CBK on improving the EFLL learne…
The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study
Effective learning is the ultimate goal in every educational system, which can be achieved by considering the intertwined relationships of both cognitive and affective procedures. In line with this argument, this study intends to shed light on the impact of Emotion Based Language Instruction (EBLI) in enhancing teaching productive skills (speaking and writing) to EFL students. To do so, Quasi-Experimental Study was carried out among Iranian Engli…
Culture and Language Are Inextricably Linked: Surveying the Effectiveness of Culture-Based Instructional Materials on Enhancing Reading Comprehension (RC), Inclination to Reading, and Reading Attitude…
Students who learn about different cultures during their education feel more comfortable and safer with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves and in their interactions with others. Thus, language and culture are not separated. Considering this important point, the present research inspected the impacts of having English CBK on improving the EFLL learne…
A Comparative Study of Pejoration in English and Egyptian Vernacular Arabic from a Historical-Sociolinguistic Approach
Pejoration is an under-researched topic in the Arabic language. This study intends to examine pejoration in Egyptian Arabic, as well as its domains and causes. The study employs a socio-semantic approach for pursuing in-depth investigations of pejoration in Egyptian Arabic. Pejoration was contextually traced with the purpose of revealing how contextual realities, including historical, social, cultural, and even ethical norms, could contribute to …
To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation
Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger
Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: Examining possible relationships
Keep the Ball Rolling in AI-Assisted Language Teaching: Illuminating the Links Between Productive Immunity, Work Passion, Job Satisfaction, Occupational Success, and Psychological Well-Being Among EFL…
Artificial intelligence (AI) revolutionizes education by fundamentally altering the methods of teaching and processes of learning. Given such circumstances, it is essential to take into account the mental and psychological well-being of teachers as the architects of education. This research investigated the links between teacher immunity (TI), work passion (WP), job satisfaction (JS), occupational well-being (OW-B) and psychological well-being (P…
Like coloured pencils in a pencil case: A portray of the connections between learning style preferences, needs satisfaction, academic motivation, and psychological well‐being from the window of self‐d…
Self‐determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self‐determined motivation, well‐being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well‐being of 417 EFL students at t…
The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context
Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal o…
A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape
The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and teacher work motivation (TWM) on teacher well-being. However, there is a noticeable gap in the research regarding the role of teacher immunity (TI) and teacher emotion regulation (TER) in TPI, TA, TWM among English as a foreign language (EFL) teachers. In light of this gap, the present study aimed to …
Retracted Article: May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes
Many students feel uncomfortable when obliged to communicate in English. Students' fear of speaking English is influenced by psychological reasons such as the fear of failing, being misunderstood, and making grammatical errors. Students' active participation in English class discussions might be hindered by shyness, nervousness, lack of confidence, and motivation. Helping these reserved students gain self-assurance and perfect their spoken Englis…
Unveiling the Influence of Emotion Regulation on Job Satisfaction, Job Effectiveness, and Psychological Well‐Being in Iranian University EFL Teachers: A SEM Analysis
Emotion regulation plays a crucial role in shaping the professional efficacy of English as a foreign language (EFL) teachers in higher education. Despite this, examining how emotion regulation intersects with job satisfaction, job effectiveness, and psychological well‐being in university EFL teachers in Iran is largely under investigation. Addressing this gap, the present research integrates these four constructs (i.e., emotion regulation, job sa…
Role of Academic Emotion Regulation and Self-Compassion in EFL Learners’ Academic Motivation, Growth Mindset, and Psychological Wellness: Insights from Self-Determination Theory
Unearthing Perfectionism and L2 Speaking Performance among Iranian EFL Learners: The Moderating Role of Cultural Collectivism
Psychology (13 works) · Social Psychology (9 works) · Mathematics education (7 works) · Social Psychology (5 works) · Communication in Education and Healthcare (4 works) · Emotional Intelligence and Performance (4 works) · Structural equation modeling (4 works) · Applied Psychology (3 works) · Confirmatory factor analysis (3 works) · Foreign language (3 works)