Frontiers in Psychology,
Год журнала:
2022,
Номер
13
Опубликована: Окт. 3, 2022
This
study
examined
the
longitudinal
reciprocal
relations
between
students’
grit
and
their
perceptions
of
social
relationships
(teacher-student
peer
relationships)
in
studying
English
as
a
foreign
language
(EFL).
A
total
2,435
students
from
Grades
10-11
China
(M
age
=
16.40
years
old,
54.2%
female)
participated
on
three
occasions
across
1
year.
The
three-wave
cross-lagged
analytic
model
results
indicated
that
(a)
relationship
reciprocally
enhanced
each
other
both
intervals;
(b)
teacher-student
at
Time
2
was
influenced
by
grit,
but
not
vice
versa.
Nevertheless,
transactionally
facilitated
during
second
interval
(from
to
3).
multiple-group
confirmatory
factor
analysis
(MG-CFA)
such
remained
stable
gender.
study’s
findings
contribute
ongoing
research
delineating
dynamic
system
EFL
learning.
It
also
reveals
males
females
benefit
similarly
communications
with
peers
teachers.
Implications
for
educational
practices
were
discussed.
Abstract
Background
Despite
the
recognition
of
impact
peer
relationships,
learning
motivation,
and
engagement
on
academic
achievement,
there
is
still
a
gap
in
understanding
specific
mechanisms
through
which
relationships
achievement
via
motivation
engagement.
Methods
This
study
aims
to
investigate
how
affect
junior
high
school
students’
chain
mediating
roles
engagement,
employing
self-system
model
motivational
development
as
theoretical
framework.
In
January
2024,
717
participants
were
selected
from
two
middle
schools
eastern
China
(mean
age
=
13.49
years,
SD
0.5).
The
data
analysis
this
was
performed
using
structural
equation
(SEM)
AMOS
24.0
SPSS
24.0.
Results
results
showed
that
directly
significantly
related
indirectly
positively
respectively.
also
revealed
significant
indirect
positive
relationship
between
mediated
by
sequential
Moreover,
path
“peer
relationship→learning
motivation→academic
achievement”
has
strongest
effect.
Conclusion
For
students
achieve
success,
appropriate
interventions
should
be
implemented
improve
Frontiers in Psychology,
Год журнала:
2022,
Номер
13
Опубликована: Авг. 3, 2022
Previous
studies
have
shown
that
peer
relationship
affects
learning
engagement.
And
engagement
plays
a
vital
role
in
promoting
knowledge
acquisition
and
production,
enhancing
adolescents'
academic
success.
However,
few
focused
on
the
mechanism
between
As
such,
based
Social
Cognitive
Theory,
this
study
attempts
to
explore
how
of
adolescents
is
linked
through
chain
mediating
roles
self-efficacy
resilience.
The
participants
were
250
students
who
selected
Frontiers in Psychology,
Год журнала:
2023,
Номер
14
Опубликована: Июль 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.
Abstract
This
paper
aims
to
investigate
the
internal
structure
of
student
academic
resilience
in
language
learning,
assess
its
global
and
dimensional
levels
examine
gender
age-related
differences.
Therefore,
1,653
English
as
a
foreign
(EFL)
learners,
including
junior
senior
high
school
students
were
selected
participants
complete
questionnaires.
The
results
exploratory
confirmatory
factor
analyses
unveiled
four-factorial
positive
individual
characteristics,
family
support,
teacher
support
peer
support.
In
addition,
there
no
significant
differences
between
male
female
terms
learning
four
subdimensions.
Only
level
for
was
significantly
higher
than
that
students.
findings,
implications,
limitations
discussed.
Language Teaching Research,
Год журнала:
2024,
Номер
unknown
Опубликована: Июль 27, 2024
The
crucial
role
of
emotion
regulation
in
learning
has
been
well
established,
but
its
potential
impact
on
the
English
as
a
foreign
language
(EFL)
process
remains
uncertain.
Examining
relationship
between
strategies
and
EFL
engagement,
antecedent
variables,
significant
theoretical
practical
value.
This
study
aims
to
explored
mediating
effects
(cognitive
reappraisal
suppression)
associations
perceived
teacher
social
support,
peer
support
engagement
among
Chinese
adolescents.
data
were
gathered
through
an
online
survey
1,506
(776
males)
10th
12th
high
school
learners.
Structural
equation
modeling
was
used
analyse
mediation
model.
found
that
teachers’
had
direct
effect
three
dimensions
whereas
insignificant.
Additionally,
cognitive
significantly
mediated
positive
engagement.
It
also
However,
suppression
only
negative
link
behavioral
These
findings
emphasize
need
explore
European Journal of Psychology of Education,
Год журнала:
2024,
Номер
39(4), С. 3709 - 3728
Опубликована: Янв. 11, 2024
Abstract
In
order
to
develop
future
academic-professional
skills
and
later
social
financial
independence,
an
adequate
adolescent
school
adjustment
is
essential.
Therefore,
it
necessary
identify
the
variables
that
contribute
its
improvement
in
a
stage
characterised
by
decrease.
The
aim
of
present
study
analyse
compare
two
theoretical
models
determine
prediction
teacher
peer
support,
resilience
positive
affect
adjustment,
measured
through
emotional
engagement,
integration
problems
perceived
academic
performance.
design
was
cross-sectional
participants
were
1397
adolescents
high
(
M
=
13.88,
SD
1.27).
results
reveal
indirectly
predict
performance
engagement.
negative
effect
engagement
support
from
peers
on
particularly
worth
highlighting,
along
with
teachers
practical
implications
these
are
discussed.
