Psychology in the Schools,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 22, 2024
Abstract
A
common
belief
underlying
the
dimensional
comparison
theory
is
that
reading
self‐concept
has
a
positive
relation
to
achievement
but
negative
math
achievement.
However,
this
incomplete
and
potentially
misleading
as
supporting
evidence
usually
derived
from
studies
without
simultaneously
considering
mediated
effect
of
through
The
current
study
examined
direct
indirect
effects
on
achievement,
using
PISA
2018
data
501,766
students
across
74
countries/territories.
Multilevel
structural
equation
modeling
was
performed
control
for
confounding
variances
school
level
above.
results
showed
had
while
also
exerting
Overall,
outperformed
We
concluded
exerted
double‐edged
These
should
be
able
shed
new
light
contrasting
academic
Language Teaching Research,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Feb. 8, 2024
This
study
investigated
the
effects
of
growth
mindset
and
self-efficacy
on
foreign
language
achievement
(FLA)
in
a
sample
379
intermediate
learners
English
as
(EFL)
while
also
incorporating
mediation
second
(L2)
grit
structural
model.
The
measurement
model
was
examined
using
confirmatory
factor
analysis,
analysis
conducted
following
Baron
Kenny’s
(1986)
method
to
explore
mediating
role
L2
relationship
between
mindset,
self-efficacy,
FLA.
results
revealed
that
both
directly
predicted
Moreover,
influenced
FLA
indirectly
through
grit.
These
findings
suggest
fostering
beliefs
could
enhance
their
FLA,
development
may
play
significant
Implications
these
for
education
are
discussed,
suggestions
future
research
considered.
International Journal of Sociologies and Anthropologies Science Reviews,
Journal Year:
2025,
Volume and Issue:
5(1), P. 75 - 90
Published: Jan. 16, 2025
Background
and
Aim:
Mobile
Learning
Application
seems
to
facilitate
the
learning
process
by
allowing
teachers
students
have
more
interaction
regardless
of
time
space,
thus
creating
a
broader
field
for
scope
learning.
This
research
explored
whether
mobile
application
integration
in
English
as
Foreign
Language
Classroom
helped
improve
college
students’
outcomes
further
analyzed
psychological
factors
that
worked
with
applications
influence
outcomes.
The
purpose
carrying
out
is
help
vocational
develop
better
outcomes,
this
also
aims
explore
technology
can
effectively
Materials
Methods:
A
quasi-experiment
was
carried
224
survey
followed.
findings
revealed
MosoTeach
application,
improved
terms
vocabulary&
grammar
scores,
reading
writing
scores.
Also,
system
use
together
student
self-efficacy,
behavior
engagement,
social
engagement
positively
influenced
aforementioned
explained
80.0%
variance
progress.
Results:
Although
result
showed
cognitive
affective
did
not
present
significant
role
outcome
improvement,
made
progress
MosoTeach.
affirms
breeds
an
interactive
environment,
where
learn
through
both
direct
experience
observation.
Conclusion:
improves
performance.
IRAL - International Review of Applied Linguistics in Language Teaching,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 1, 2024
Abstract
This
mixed-methods
study
explores
the
interconnected
influence
of
growth
mindset,
mindfulness,
and
second
language
(L2)
self-efficacy
on
achievement
in
intermediate
English
as
a
foreign
(EFL)
learners.
Quantitative
data
(
n
=
411)
analyzed
through
Structural
Equation
Modeling
(SEM)
qualitative
insights
from
semi-structured
interviews
19)
reveal
significant
positive
associations
between
all
three
factors
L2
achievement.
SEM
further
clarifies
direct
indirect
pathways
which
these
psychological
elements
impact
learning
outcomes.
Qualitative
findings
enrich
this
understanding
by
showcasing
learners’
lived
experiences
transformative
power
variables
fostering
supportive
environment.
Collectively,
results
emphasize
importance
integrating
growth-oriented
beliefs,
nurturing
self-efficacy,
employing
mindfulness
practices
education
to
optimize
learning.
research
offers
notable
for
acquisition
educational
psychology,
informing
educators,
policymakers,
practitioners
about
effective
strategies
promoting
successful
journeys.
PLoS ONE,
Journal Year:
2025,
Volume and Issue:
20(2), P. e0314879 - e0314879
Published: Feb. 26, 2025
The
importance
of
English
debate
in
fostering
critical
thinking
and
the
role
self-efficacy
enhancing
confidence
performance
this
domain
are
widely
acknowledged.
However,
a
significant
gap
exists
literature
regarding
measurement
specifically
within
debate.
This
research
seeks
to
fill
by
developing
validating
an
Debate
Self-Efficacy
Scale
(EDSS).
Using
sample
1,259
participants
from
independent
college
Hebei
Province,
China,
study
divided
into
two
groups:
613
for
exploratory
factor
analysis
(EFA)
646
confirmatory
(CFA),
with
convenience
sampling
as
chosen
methodology.
EFA
revealed
three
core
dimensions
debate-related
self-efficacy:
Language
proficiency
(Cronbach’s
Alpha
=
.894),
Debating
skills
.861),
Team
collaboration
.831).
Subsequent
CFA
validation
confirmed
scale’s
structure,
demonstrating
strong
structural,
convergent,
discriminant
validity.
Additionally,
correlations
between
Proficiency
supported
criterion
These
findings
underscore
potential
reliable
tool
assessing
contexts,
offering
valuable
insights
research,
teaching,
training
educational
settings.
Limitations
related
representativeness
design
were
also
discussed,
providing
foundation
future
studies
expand
upon.
In
conclusion,
(EDSS)
is
valid
instrument
measuring
context
International Journal of Knowledge Management,
Journal Year:
2025,
Volume and Issue:
21(1), P. 1 - 34
Published: April 4, 2025
This
study
examines
the
essential
and
influential
factors
guiding
international
students'
decisions
to
enroll
in
Malaysian
universities,
focusing
on
university
attributes,
economic
considerations,
host
country
policies,
cultural
stimuli,
perceived
skill
acquisition.
A
quantitative
research
approach
is
adopted,
combining
Structural
Equation
Modeling
(SEM)
Necessary
Condition
Analysis
(NCA)
identify
both
(sufficiency)
preconditions
(necessity)
for
enrollment
decisions.
Data
was
collected
through
a
cross-sectional
survey
of
400
students,
with
stratified
random
sampling
ensuring
proportional
representation.
Results
show
that
characteristics,
particularly
academic
quality
institutional
reputation,
are
crucial
determinants
necessary
attracting
applicants.
differentiates
between
sufficient
selection,
offering
insights
policymakers
educational
institutions
maintain
sustainable
growth.
Language Teaching Research,
Journal Year:
2024,
Volume and Issue:
unknown
Published: June 22, 2024
Given
much
attention
associated
with
learner
engagement
in
second
language
(L2)
writing,
an
increasing
body
of
studies
has
reported
that
feedback
is
a
critical
construct
to
enhance
English
as
foreign
(EFL)
learners’
writing
achievement.
However,
little
research
been
conducted
explore
the
predictive
effect
grit
and
examine
mediating
role
relationship
between
achievement
(EWA)
underlying
mechanism
L2
writing.
Therefore,
current
study
aims
address
these
under-researched
issues
by
investigating
mediation
model
grit,
feedback,
EWA
among
major
students.
The
findings
demonstrated
that:
(1)
perseverance-of-effort
variation
predicted
variance
affective,
cognitive,
behavioral
engagement,
while
consistency
interest
exerted
great
influence
on
cognitive
engagement;
(2)
affective
mediated
EWA.
results
have
notable
pedagogical
practical
implications
for
teaching
learning.
