An idiodynamic study on students’ negative emotions in relation to instructor clarity and non-verbal immediacy in a CLIL classroom DOI

Xiaoxin Mai,

Lu Leng, Lawrence Jun Zhang

et al.

Innovation in Language Learning and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: Dec. 13, 2024

While positive teacher behaviors are recognized as crucial for effective learning, empirical research on their moment-to-moment impact student emotions, particularly in the context of CLIL classrooms remains limited. This study addresses gap by employing idiodynamic method, a novel approach grounded Dynamic Systems Theory, to provide nuanced understanding how individual Chinese university students' negative academic emotions evolve response specific behaviors. Using mixed-methods design, reveals that communication significantly influence emotional trajectories, highlighting coexistence and potential benefits both fostering healthy language learning environment. increases cognitive load anxiety, clarity nonverbal immediacy strategies can mitigate these effects, engagement reducing emotions. The challenges simplistic categorization either or positive, emphasizing diverse activating learning. It underscores need training programs incorporate not only pedagogical knowledge but also leveraging dynamic interplay optimal outcomes.

Language: Английский

Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement: The predictive role of environmental factors DOI Creative Commons
Barry Bai, Jiatong Zhang, Jing Wang

et al.

System, Journal Year: 2025, Volume and Issue: 129, P. 103592 - 103592

Published: Jan. 6, 2025

Language: Английский

Citations

1
Personality traits, mindfulness, and perceived stress in Chinese adults: a sequential explanatory mixed-methods approach DOI Creative Commons
Li Zhao

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 15

Published: Jan. 3, 2025

This study explores how personality traits and mindfulness facets interact to influence perceived stress, focusing on a Chinese adult sample. It aims address gaps in understanding the combined effects of dispositional factors stress. A sequential explanatory mixed-methods design was employed. In quantitative phase, 637 adults completed surveys measuring traits, (attention, acceptance), Hierarchical multiple regression, moderation, mediation analyses were conducted. qualitative semi-structured interviews with selected participants provided deeper insights into findings. Neuroticism (β = 0.29, p < 0.001) conscientiousness 0.15, 0.01) positively associated while mindfulness-acceptance -0.25, significant negative predictor. uniquely explained 8 6% variance respectively. Mindfulness-attention moderated relationship between agreeableness amplifying agreeableness' stress-buffering effect individuals low mindfulness-attention. Mediation analysis revealed partially mediated agreeableness-stress link. Qualitative underscored role shaping stress responses coping mechanisms. The findings highlight as critical factor reducing particularly agreeable personalities. These results support development mindfulness-based interventions targeting acceptance enhance resilience across diverse profiles.

Language: Английский

Citations

0
Unpacking the Association Between Growth Mindset, L2 Grit, Conscientiousness, and Foreign Language Performance in a Chinese EFL Context DOI
Shi Hong, Wei Sun

International Journal of Applied Linguistics, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 27, 2025

ABSTRACT Growth mindset and academic perseverance (i.e., conscientiousness grit) are well‐established predictors of performance. Nevertheless, a paucity research delves into the combined effects these variables in predicting English as foreign language learners’ performance (FLP). This study, therefore, aims to elucidate predictive growth on FLP with particular emphasis exploring mediating mechanisms language‐specific L2 grit. Data were collected from sample 209 middle school students Southwestern China, who completed questionnaires an test. The findings derived structural equation modeling unveiled that exhibited positive significant direct well indirect FLP. In addition, grit found partially co‐mediate link between Importantly, study extends existing literature by emphasizing perseverance, namely, conscientiousness, malleable behaviors shaped within specific contexts learning, rather than being fixed personality traits. Pedagogical implications suggestions for future then provided.

Language: Английский

Citations

0
Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses DOI
Xuefei Li, Wael Alharbi

Learning and Motivation, Journal Year: 2025, Volume and Issue: 90, P. 102121 - 102121

Published: March 20, 2025

Language: Английский

Citations

0
Students’ mindsets, burnout, anxiety and classroom engagement in language learning: a latent profile analysis DOI
Honggang Liu, Xiaoxue Li, Xu Wang

et al.

Innovation in Language Learning and Teaching, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 16

Published: April 16, 2025

Language: Английский

Citations

0
An idiodynamic study on students’ negative emotions in relation to instructor clarity and non-verbal immediacy in a CLIL classroom DOI

Xiaoxin Mai,

Lu Leng, Lawrence Jun Zhang

et al.

Innovation in Language Learning and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: Dec. 13, 2024

While positive teacher behaviors are recognized as crucial for effective learning, empirical research on their moment-to-moment impact student emotions, particularly in the context of CLIL classrooms remains limited. This study addresses gap by employing idiodynamic method, a novel approach grounded Dynamic Systems Theory, to provide nuanced understanding how individual Chinese university students' negative academic emotions evolve response specific behaviors. Using mixed-methods design, reveals that communication significantly influence emotional trajectories, highlighting coexistence and potential benefits both fostering healthy language learning environment. increases cognitive load anxiety, clarity nonverbal immediacy strategies can mitigate these effects, engagement reducing emotions. The challenges simplistic categorization either or positive, emphasizing diverse activating learning. It underscores need training programs incorporate not only pedagogical knowledge but also leveraging dynamic interplay optimal outcomes.

Language: Английский

Citations

0