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To SPARK While Suffering: An Existential Positive Psychology Approach to L2 Teachers’ Resilient Mindset

Document Type : Research Article

Authors

1 Ph.D. Candidate in ELT, University of Guilan, Rasht, Iran

2 Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

Abstract

Psycho-emotional studies in second language (L2) contexts often focus on a bivariate view of well-being, separating positivity and negativity. However, Existential Positive Psychology (EPP) posits that well-being inherently involves navigating suffering and hardships. Addressing a gap in applied linguistics regarding EPP-informed perspectives on teacher well-being, this study explores the resilient mindset of Iranian L2 teachers using a sequential explanatory mixed-methods design. Quantitatively, 157 English teachers completed an EPP-driven resilience scale measuring existential facets of the concept, including toughness, responsibility, appreciation, mindfulness, meaning, and belief. Qualitatively, interviews with 17 teachers were analyzed using the SPARK model, which renders one’s resilience in disturbing moments through processing situations, perceptions, affects, reactions, and knowledge. Findings from multivariate analysis of variance and thematic analysis revealed that the teachers involved in the study exhibited moderate levels of existential resilience, with qualitative themes highlighting salient factors that contribute to shaping teachers’ resilience. These insights reflected the importance of an EPP framework in understanding teacher resilience and offered insights for subsequent practical endeavors for L2 teacher education focused on resilience promotion.

Keywords

Main Subjects

Article Title [Persian]

شکفتن به وقت رنجش: رویکرد روان‌شناسی هستی‌گرایانه‌ی مثبت به ذهنیت تاب‌آور معلمان زبان دوم

Authors [Persian]

  • محمد غفوری 1
  • دکتر ژاله حساس خواه 2
  • دکتر امیر مهدوی ظفرقندی 2
  • دکتر مسعود خلیلی ثابت 2

1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه گیلان، رشت، ایران

2 دانشیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

Abstract [Persian]

مطالعات روان‌-عاطفی در زمینه‌های زبان دوم  اغلب بر دیدگاهی دوگانه از سلامت روان تمرکز دارند که ابعاد مثبت و منفی آن را از هم جدا می‌داند. با این حال، روانشناسی هستی‌گرایانه وجودی (EPP) بیان می‌کند که سلامت روان ذاتاً شامل توانایی مواجهه با رنج و سختی‌ها است. این مطالعه با توجه به شکاف موجود در زبان‌شناسی کاربردی در مورد دیدگاه‌های مبتنی بر EPP درباره سلامت روان معلمان، به بررسی ذهنیت تاب‌آور معلمان زبان دوم ایرانی با استفاده از طراحی ترکیبی توضیحی متوالی می‌پردازد. از نظر کمی، 157 معلم زبان انگلیسی به‌عنوان زبان خارجی مقیاس تاب‌آوری مبتنی بر EPP را تکمیل کردند که جنبه‌های وجودی این مفهوم، از جمله سرسختی، مسئولیت‌پذیری، قدردانی، ذهن‌آگاهی، معنا و باور را اندازه‌گیری می‌کند. از نظر کیفی، مصاحبه‌هایی با 17 معلم با استفاده از مدل SPARK تحلیل شد که تاب‌آوری فرد را در لحظات پرتنش از طریق پردازش موقعیت‌ها، ادراک‌ها، عواطف، واکنش‌ها و دانش نشان می‌دهد. یافته‌ها نشان داد که معلمان زبان دوم ایرانی سطوح متوسطی از تاب‌آوری وجودی را نشان می‌دهند و مضامین کیفی عوامل برجسته‌ای را که به شکل‌گیری تاب‌آوری معلمان کمک می‌کنند، برجسته کرد. یافته های این تحقیق بر اهمیت چارچوب EPP در درک تاب‌آوری معلمان تأکید دارند و راهکارهایی برای اقدامات عملی بعدی در آموزش معلمان زبان دوم با تمرکز بر ارتقای تاب‌آوری ارائه می‌دهند.

Keywords [Persian]

  • روان‌شناسی مثبت وجودی
  • تاب‌آوری معلمان زبان دوم
  • روان‌شناسی مثبت
  • ذهنیت تاب‌آور
  • مدل تاب آوری اسپارک
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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
Volume 13, Issue 2
October 2025
Pages 155-180
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  • Receive Date: 17 May 2025
  • Revise Date: 25 September 2025
  • Accept Date: 30 September 2025
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