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      A Mixed-Methods Study on Senior High School EFL Teacher Resilience in China

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          Abstract

          While teacher resilience has gained significant attention in recent years, empirical exploration of this issue is still insufficient, particularly with regard to English as a foreign language (EFL) teacher resilience in China. In this context, this study employed a mixed-methods design to investigate Chinese EFL teacher resilience. Specifically, the Connor-Davidson Resilience Scale (CD-RISC)-EFL Teacher Survey was distributed to 330 Chinese senior high school EFL teachers. Five volunteers in the survey sample participated in semi-structured interviews. The results revealed that resilience in Chinese senior high school EFL teachers was at a moderate to high level, and there was no significant difference in teacher resilience in relation to gender and years of teaching experience, but a small significant difference with teachers’ educational background. Possible reasons for interpreting EFL teacher resilience were provided from personal and contextual perspectives. Finally, the implications of these findings were discussed for developing teacher resilience.

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          Most cited references65

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          Development of a new resilience scale: the Connor-Davidson Resilience Scale (CD-RISC).

          Resilience may be viewed as a measure of stress coping ability and, as such, could be an important target of treatment in anxiety, depression, and stress reactions. We describe a new rating scale to assess resilience. The Connor-Davidson Resilience scale (CD-RISC) comprises of 25 items, each rated on a 5-point scale (0-4), with higher scores reflecting greater resilience. The scale was administered to subjects in the following groups: community sample, primary care outpatients, general psychiatric outpatients, clinical trial of generalized anxiety disorder, and two clinical trials of PTSD. The reliability, validity, and factor analytic structure of the scale were evaluated, and reference scores for study samples were calculated. Sensitivity to treatment effects was examined in subjects from the PTSD clinical trials. The scale demonstrated good psychometric properties and factor analysis yielded five factors. A repeated measures ANOVA showed that an increase in CD-RISC score was associated with greater improvement during treatment. Improvement in CD-RISC score was noted in proportion to overall clinical global improvement, with greatest increase noted in subjects with the highest global improvement and deterioration in CD-RISC score in those with minimal or no global improvement. The CD-RISC has sound psychometric properties and distinguishes between those with greater and lesser resilience. The scale demonstrates that resilience is modifiable and can improve with treatment, with greater improvement corresponding to higher levels of global improvement. Copyright 2003 Wiley-Liss, Inc.
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            Psychosocial resilience and protective mechanisms.

            The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities. The mechanisms operating at key turning points in people's lives must be given special attention.
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              Resilience and development: Contributions from the study of children who overcome adversity

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                27 April 2022
                2022
                : 13
                : 865599
                Affiliations
                School of Foreign Languages, Northeast Normal University , Changchun, China
                Author notes

                Edited by: Zhengdong Gan, University of Macau, Macau SAR, China

                Reviewed by: Jing Huang, Hong Kong Baptist University, Hong Kong SAR, China; Majid Elahi Shirvan, University of Bojnord, Iran

                *Correspondence: Honggang Liu, liuhg213@ 123456nenu.edu.cn

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.865599
                9094680
                35572243
                36e60126-18f9-4994-af5d-5a53141696d8
                Copyright © 2022 Chu and Liu.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 30 January 2022
                : 11 April 2022
                Page count
                Figures: 0, Tables: 6, Equations: 0, References: 65, Pages: 11, Words: 8939
                Funding
                Funded by: National Social Science Fund of China , doi 10.13039/501100012325;
                Award ID: 21BYY120
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                resilience,cd-risc-efl teacher survey,efl teacher,senior high school,mixed methods

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