Atmaca, C., Rızaoglu, F., Türkdogan, T., & Yaylı, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90, 103025.[link]

Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions: An experience sampling analysis. Teaching and Teacher Education, 43, 15-26.[link]

Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015). Antecedents of teachers’ emotions in the classroom: An intra-individual approach. Frontiers in Psychology, 6, 1-12.[link]

Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion. Teaching and Teacher Education, 55, 68e77.[link]

Chen, J. (2019). Research review on teacher emotion in Asia between 1988 and 2017: Research topics, research types, and research methods. Frontiers in Psychology, 10, 1-16.[link]

Ciucci, E., Baroncelli, A., & Toselli, M. (2015). Quarterly meta-emotion philosophy in early childhood teachers: Psychometric properties of the Crèche Educator Emotional Styles Questionnaire. Early Childhood Research Quarterly, 33, 1–11.[link]

Evans, D., Butterworth, R., & Law, G. U. (2019). Understanding associations between perceptions of student behavior, conflict representations in the teacher student relationship and teachers’ emotional experiences. Teaching and Teacher Education, 82, 55-68.[link]

Fredrickson, B. L. (2009). Positivity. New York, NY: Crown Publishers.[link]

Fredrickson, B. L., & Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13, 172–175.[link]

Frenzel, A. C. (2014). Teacher emotions. In E. A. Linnenbrink-Garcia, & R. Pekrun (Eds.), International handbook of emotions in education (pp. 494e519). New York: Routledge.[link]

Frenzel, A. C., & Stephens, E. J. (2013). Emotions. In N. C. Hall, & T. G. Emotion (Eds.), motivation, and self-regulation: a handbook for teachers (pp. 1e56). Bingley: Emerald.[link]

Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716.[link]

Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The teacher emotions scales (TES). Contemporary Educational Psychology, 46, 148–163.[link]

Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111.[link]

Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385-403.[link]

Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, 100822.[link]

Huang, X., & Wang, C. (2021). Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teaching and Teacher Education, 103, 103363.[link]

Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers' emotions and emotion regulation strategies: Self- and students' perceptions. Teaching and Teacher Education, 54, 22-31.[link]

Jiang, Z., Mok, I. A. C., & Yin, C (2021). The relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China. International Journal of Educational Research, 108, 101792.[link]

Jo, S. H. (2014). Teacher commitment: Exploring associations with relationships and emotions. Teaching and Teacher Education, 43, 120-130.[link]

Khodaei, A. (2018). Farsi Version of the Teacher Emotion Inventory: A Psychometric Study. Research in School and Virtual Learning, 5(4), 25-38.[link]

Kline, R. B. (2005). Principles and practices of structural equation modeling (2^nd edition). New York: Guilford.[link]

Lavy, S., & Eshet, R. (2018). Spiral effects of teachers’ emotions and emotion regulation strategies: Evidence from a daily diary study. Teaching and Teacher Education, 73, 151-161.[link]

Lee, J. C. K., & Yin, H. B. (2011). Teachers' emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46.[link]

Liou, Y. H., & Canrinus, E. T. (2020). A capital framework for professional learning and practice. International Journal of Educational Research, 100(2), 101-115.[link]

Lohbeck, A., Hagenauer, G., & Frenzel, A. C (2018). Teachers' self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120.[link]

Luthans, F., & Youssef, C. M. (2007). Emerging positive organizational behavior. Journal of Management, 33, 321-349.[link]

Luthans, F., Avey, J., Clapp-Smith, R., & Li, W. (2008). More evidence on the value of Chinese workers’ psychological capital: A potentially unli-mited competitive resource? The International Journal of Human Resource Management, 19, 818-827.[link]

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60, 541-572.[link]

Luthans, F., Youssef-Morgan, C., & Avolio, B. J. (2015). Psychological capital and beyond. New York, NY: Oxford University Press.[link]

Mirhashemi Rooteh, Z. S., & Shokri, O. (1970). The Relationship between Perceived Self-Efficacy Beliefs with Interpersonal Teacher-Student Behavior: The Mediating role of Teacher Emotions. Research in School and Virtual Learning, 6(3), 37-52.[link]

Moreira-Fontán, M., García-Señorán, M., Conde-Rodríguez, A., & González, A. (2019). Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computers & Education, 134, 63–77.[link]

Nolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10-18.[link]

Olson, R. E., McKenzie, J., Mills, K. A., Patulny, R., Bellocchi, A., &. Caristo, F. (2019). Gendered emotion management and teacher outcomes in secondary school teaching: A review. Teaching and Teacher Education, 80, 128-144.[link]

Parr, a., Gladstone, g., Rosenzweig, E., & Wang, m. (2021). Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions. Teaching and Teacher Education, 98, 103228.[link]

Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.[link]

Pirhosienloo, S., Farzad, V., & Shahriary Ahmadi, M. (2021). Modeling the Causal Relationships of Goal Orientations and Cognitive Ap-praisals with Teachers’ Occupational Well-being: The Mediating Role of Cognitive Coping Strategies and Teacher’s Emotions. Research in School and Virtual Learning, 8(4), 67-84.[link]

Sadoughi, M., & Hejazi, S. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 101060.[link]

Schutz, P. A., & Zembylas, M. (2009). Advances in teacher emotion research: The impact on teachers' lives. Dordrecht, The Netherlands: Springer.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.[link]

Shokri, O., Mahdavian, P., & Khodaei, A. (2020). Factor structure, reliability and measurement invariance of the Psychological Capital Questionnaire for Iranian male and female teachers. Research in School and Virtual Learning, 8(1), 21-34.[link]

Tang, Y. (2018). What makes rural teachers happy? An investigation on the subjective wellbeing (SWB) of Chinese rural teachers. International Journal of Educational Development, 62, 192–200.[link]

Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers’ emotional lives: A quantitative investigation of teachers’ genuine, faked, and hidden emotions. Teaching and Teacher Education, 49, 78-88.[link]

Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how”. Teaching and Teacher Education, 74, 180-189.[link]

Van Katwyk, P. T., Fox, S., Specter, P. E., Kelloway, E. K. (2000). Using the job-related affective well-being scale (JAWS) to investigate affective responses to work stressors. Journal of Occupational Health Psychology, 5 (2), 219-230.[link]

Wang, H., & Hall, N. C. (2021). Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, 86, 64–77.[link]

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070.[link]

Weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 5, 719-751.[link]

Westphal, A., Kretschmann, J., Gronostaj, A., & Vock, M. (2018). More enjoyment, less anxiety and boredom: How achievement emotions relate to academic self-concept and teachers' diagnostic skills. Learning and Individual Differences, 62, 108–117.[link]

Wu, A. D., & Zumbo, B. D. (2008). Understanding and using mediators and moderators. Social Indicators Research, 87, 367–392.[link]

Wu, Z. H., & Chen, J. (2018). Teachers’ emotional experience: Insights from Hong Kong primary schools. Asia Pacific Education Review, 19, 531-541.[link]

Zhang, L., Yu, S., & Jiang, L. (2020). Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education, 92, 103024.[link]