Acta Psychologica,
Journal Year:
2024,
Volume and Issue:
248, P. 104353 - 104353
Published: June 20, 2024
With
the
wave
of
positive
psychology
in
second
language
acquisition,
more
emotion
factors
are
gaining
scholarly
attention.
Despite
extensive
research
on
Trait
Emotional
Intelligence
(TEI),
burnout
and
boredom
English
as
a
Foreign
Language
(EFL)
studies,
interplay
these
variables
remains
unknown
related
impact
EFL
learner's
Performance
(ELP)
is
still
underexplored.
Given
this,
light
Control-Value
Theory
(CVT),
present
study
used
quantitative
method
to
examine
mediating
roles
connection
between
TEI
ELP
among
Chinese
university
students
engaged
endeavor.
Data
were
collected
from
489
second-year
students.
Structural
equation
modeling
was
utilized
analyze
relationships.
Results
revealed
that
significantly
influences
students,
through
its
correlation
with
both
burnout.
Higher
levels
associated
reduced
experiences
negative
states,
which
turn
linked
improved
performance.
These
may
imply
teacher
educators
should
integrate
emotional
intelligence
training
into
curricula
professional
development
improve
students'
effectiveness
learning
outcome.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(1)
Published: Jan. 17, 2025
ABSTRACT
The
benefits
of
Generative
Artificial
Intelligence
(GenAI)
in
enhancing
second
language
(L2)
learning
are
well
established.
However,
these
advantages
can
only
be
realised
if
learners
willing
to
adopt
the
technology.
This
study,
grounded
Theory
Planned
Behaviour
(TPB),
investigated
factors
influencing
behavioural
intention
use
GenAI
among
337
Chinese
college
L2
using
five
validated
scales.
A
Structural
Equation
Modelling
(SEM)
approach
with
Amos
24
yielded
several
key
findings.
Notably,
demographic
encompassing
gender
and
age
did
not
significantly
affect
TPB
components.
Subjective
norm
attitude
were
found
have
a
positive
significant
impact
on
intention,
while
perceived
control
demonstrate
effect.
Furthermore,
literacy
emerged
as
predictor
both
directly
indirectly
through
its
influence
attitude.
Collectively,
variables
accounted
for
51.6%
variance
intention.
study
also
discusses
theoretical
pedagogical
implications
offers
suggestions
future
research.
Sustainability,
Journal Year:
2025,
Volume and Issue:
17(3), P. 992 - 992
Published: Jan. 26, 2025
Using
a
pre-post
design,
this
study
investigated
an
educational
sustainability
initiative’s
impact
on
ethical
decision-making,
science
motivation,
and
classroom
environment
perceptions
among
60
pre-service
teachers
at
Sakhnin
College
in
northern
Israel.
Data
were
collected
through
self-report
questionnaires
analyzed
with
multivariate
analysis
of
covariance
(MANCOVA),
structural
equation
modeling
(SEM),
hierarchical
linear
(HLM).
The
results
indicated
significant
improvements
decision-making
skills,
moderated
by
baseline
moral
reasoning.
Motivation
to
learn
also
increased,
influenced
perceived
content
relevance
intrinsic
socioeconomic
status
teaching
experience
acting
as
moderators.
A
three-way
interaction
gender,
religiosity,
collaborative
group
work
involvement
predicted
the
atmosphere.
These
findings
suggest
that
education
enhances
reasoning,
dynamics,
demographic
factors
playing
important
roles.
highlights
value
learning
environments
teacher
topics
fostering
critical
thinking
about
issues.
It
demonstrates
how
can
inspire
embed
values
responsibility
cooperation
into
their
practice,
enhancing
quality
encouraging
broader
commitment
within
system.
highlight
teachers’
offering
insights
for
teacher-education
programs
foster
future
educators.
