Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language

Journal of Multilingual and Multicultural Development, Journal Year: 2022, Volume and Issue: 45(8), P. 3415 - 3433

Published: July 13, 2022

This study aimed to test a model of classroom social climate, growth language mindset, boredom, and student engagement among English as foreign (EFL) learners. In addition, the mediating role boredom in this structural was examined. To end, 287 major students from various universities Iran participated by completing valid measures four constructs under investigation. The construct validity verified through confirmatory factor analysis (CFA). Moreover, equation modelling (SEM) conducted order demonstrate an adequate fit data study. SEM results demonstrated that climate significantly predicated EFL directly. However, mindset affected indirectly, effect boredom. might offer point departure for future studies also have significant implications both learners instructors.

Language: Английский

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Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating role of L2 grit

Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Journal Year: 2024, Volume and Issue: IX, P. 69 - 91

Published: Jan. 25, 2024

This research delves into the dynamics of growth mindset, ideal L2 self, grit, and student engagement using well-established data collection instruments in context English as a Foreign Language (EFL) learning. A sample comprising 379 participants drawn from diverse language institutes Iran, provided empirical for this study. Employing structural equation modeling validated scales each construct, study unveils partially mediated model, illuminating intricate relationships among variables under investigation. The findings reveal that both self mindset exert significant influence on engagement, with grit serving crucial partial mediator these associations. Moreover, demonstrates notable indirect effect primarily by grit. not only advances our understanding motivational drivers EFL learning but also yields practical insights educators curriculum designers seeking to bolster perseverance environments.

Language: Английский

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How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system

Social Psychology of Education, Journal Year: 2022, Volume and Issue: 26(1), P. 241 - 261

Published: Dec. 15, 2022

Language: Английский

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A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: March 8, 2023

Because of the importance positive emotions in second language (L2) acquisition, researchers have undertaken studies to investigate L2 learners' emotions. Nevertheless, teachers' still require more scholarly attention. Against this backdrop, we sought test a model growth mindset, teaching enjoyment, work engagement, and teacher grit among English as foreign (EFL) teachers. To end, 486 Chinese EFL teachers volunteered partake an online survey completed questionnaires four constructs question. Confirmatory factor analysis was performed ensure construct validity used scales. Then structural equation modeling (SEM) hypothesized model. SEM results indicated that grit, mindset directly predicted engagement. In addition, enjoyment affected engagement indirectly via mediation grit. Likewise, mediated effect on Finally, implications these findings are discussed.

Language: Английский

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The effects of online game addiction on reduced academic achievement motivation among Chinese college students: the mediating role of learning engagement

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: July 13, 2023

The present study aimed to examine the effects of online game addiction on reduced academic achievement motivation, and mediating role learning engagement among Chinese college students investigate relationships between three variables.The used convenience sampling recruit university participate voluntarily. A total 443 valid questionnaires were collected through Questionnaire Star application. average age participants was 18.77 years old, with 157 males 286 females. Statistical analysis conducted using SPSS AMOS.(1) students' negatively affected their behavioral, emotional, cognitive (the dimensions engagement); (2) motivation; (3) mediated relationship motivation.

Language: Английский

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Impact of information literacy, self-directed learning skills, and academic emotions on high school students’ online learning engagement: A structural equation modeling analysis

Education and Information Technologies, Journal Year: 2023, Volume and Issue: 28(10), P. 13485 - 13504

Published: March 30, 2023

Language: Английский

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Student engagement during emergency remote teaching: A scoping review

Smart Learning Environments, Journal Year: 2023, Volume and Issue: 10(1)

Published: March 14, 2023

Abstract Research on student engagement has recently gained popularity as it can address problems such early dropout and poor achievement. The growing interest in investigating during the Covid-19 pandemic is reflected increased publications addressing this topic. However, no review provided research evidence an overview of existing literature emergency remote teaching (ERT). We reviewed how studies were undertaken ERT from three perspectives: (1) landscape studies, (2) methodologies issues, (3) strategies used to facilitate engagement. 42 articles analysed initial pool 436 search results. findings illustrate that current predominately United States (36%) China (22%) with focusing STEM subjects a dominant discipline. was largely inconsistent defining measuring In addition, majority (57%) investigated students’ perspective students, unlike other stakeholders. most prominent finding promoted several important strategies, including motivational factors, teachers’ facilitation, hybrid learning model, using technologies boost

Language: Английский

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The COVID‐19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review

Journal of Research on Adolescence, Journal Year: 2024, Volume and Issue: unknown

Published: March 21, 2024

The COVID-19 pandemic upended the lives of adolescents and young adults across globe. In response to onset, educational institutions were forced pivot online learning, a new teaching learning format for most secondary university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' outcomes school climate as well internal assets contextual supports that promoted academic well-being during pandemic. Our suggest people commonly reported declines in their academic-related school-based relationships due Internal (e.g., intrinsic motivation self-efficacy) (i.e., with teachers, peers, parents) Next steps research people's are suggested.

Language: Английский

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Predicting Student Engagement: The Role of Academic Belonging, Social Integration, and Resilience During COVID-19 Emergency Remote Teaching

Frontiers in Public Health, Journal Year: 2022, Volume and Issue: 10

Published: March 18, 2022

The COVID-19 pandemic has forced higher education (HE) to shift emergency remote teaching (ERT), subsequently influencing academic belonging and social integration, as well challenging students' engagement with their studies.

Language: Английский

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Investigating the Role of English as a Foreign Language Learners’ Academic Motivation and Language Mindset in Their Grit: A Theoretical Review

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: May 10, 2022

This review made a critical attempt to examine the studies on role of English as foreign language (EFL) learners’ academic motivation and growth mindsets in their grit. Some investigations have been done learner However, significant positive correlation between grit has approved related studies. The literature justified results by broaden-and-build expectancy-value theories. shown that grittier learners persist doing tasks, developing intrinsic motivation. Furthermore, effect mindset In other words, with are persistent, they devote time performance. Finally, pedagogical implications expanded promote quality learning. also provides some suggestions for further research illuminate our perspectives over motivation, mindset, interactions each other.

Language: Английский

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