Skip to main content

Table 2 Descriptive Statistics

From: A Lenz into the predictive power of language teacher emotion regulation and self-evaluation on L2 grit, teaching style preferences, and work engagement: a case of Chinese EFL instructors

 

N

Minimum

Maximum

Mean

Std. Deviation

Situation Selection

399

4

20

14.123

3.840

Situation Modification

399

5

25

17.211

4.663

Attention Deployment

399

4

20

13.544

3.737

Reappraisal

399

5

25

16.363

4.850

Suppression

399

5

20

13.847

3.845

Seeking Social Support

399

5

25

16.892

4.877

Teacher Emotion Regulation (TER)

399

31

135

91.980

20.499

Self-evaluation (SE)

399

13

60

39.779

10.105

Cognitive Engagement

399

4

20

12.882

4.547

Emotional Engagement

399

4

20

13.609

3.955

Social Engagement with Students

399

4

20

13.120

4.157

Social Engagement with Colleagues

399

4

20

13.431

4.002

Teacher Engagement (TE)

399

18

80

53.043

14.449

Perseverance in Teaching

399

12

35

24.664

4.672

Passion and Purpose in Teaching

399

11

35

25.807

5.388

L2-Teacher Grit

399

27

67

50.471

7.309

Expert

399

14

39

28.880

6.031

Formal Authority

399

12

40

28.957

6.913

Personal Model

399

10

40

28.564

6.614

Facilitator

399

13

40

28.045

5.819

Delegator Teaching Style

399

13

40

28.669

6.946

Teaching Style Preferences (TSP)

399

72

195

143.115

27.527