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

Table 4 The Correlation Coefficients between the subscales of TER, S-E, TE, L2TG, and TS

	Situation Selection	Situation Modification	Attention Deployment	Reappraisal	Suppression	Seeking Social Support	Self-evaluation	Teacher Engagement	L2-Teacher Grit	Teaching Style Preferences
Situation Selection	1.000
Situation Modification	0.554**	1.000
Attention Deployment	0.623**	0.566**	1.000
Reappraisal	0.664**	0.614**	0.603**	1.000
Suppression	0.589**	0.589**	0.655**	0.612**	1.000
Seeking Social Support	0.594**	0.673**	0.551**	0.544**	0.458**	1.000
Self-evaluation	0.712**	0.688**	0.631**	0.723**	0.604**	0.593 **	1.000
Teacher Engagement	0.886**	0.894**	0.920**	0.942**	0.821**	0.839 **	0.466**	1.000
L2-Teacher Grit	0.723**	0.814**	0.758**	0.783**	0.684**	0.694 **	0.524**	0.603**	1.000
Teaching Style Preferences	0.634**	0.673**	0.613**	0.591**	0.542**	0.573 **	0.490**	0.657**	0.703**	1.000

ISSN: 2050-7283