A Theoretical Review on the Impact of EFL/ESL Students’ Self-Sabotaging Behaviors on Their Self-Esteem and Academic Engagement

Zhang, Fuhua

doi:10.3389/fpsyg.2022.873734

Cited by 7 publications

(1 citation statement)

References 41 publications

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“…In addition, EFL scholars have gone a step further over the past decade to investigate how students’ confidence affects their language skills and academic outcomes in areas like oral communication, written expression, reading comprehension, and listening [ 23 ]. In a similar line of inquiry, [ 24 ] reached the conclusion that structural elicitation plays a mediating role in the process of developing advanced and intermediate language learners’ speaking skills. The results of the research showed that students of another language who were able to demonstrate greater levels of self-esteem fared better on oral examinations when they were given in mixed groups.…”

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confidence: 99%

May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes

Li,

Heydarnejad

2024

BMC Psychol

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Many students feel uncomfortable when obliged to communicate in English. Students’ fear of speaking English is influenced by psychological reasons such as the fear of failing, being misunderstood, and making grammatical errors. Students’ active participation in English class discussions might be hindered by shyness, nervousness, lack of confidence, and motivation. Helping these reserved students gain self-assurance and perfect their spoken English is a top priority for all English language instructors. In the classroom, teachers may use some simple methods to encourage their reserved students to open up and speak English with more ease and confidence. The existing literature on students’ shyness shows that the gap in this realm is great and a critical look is needed. To this end, the current research intended to gauge the effects of self-esteem, teacher support, and critical thinking on anxiety and shyness in language classes. 385 language learners attending English language institutions took part in this research. They were at intermediate and upper intermediate levels. The findings of both confirmatory factor analysis (CFA) and structural equation modeling (SEM) point to the fact that improving students’ self-esteem, teacher support, and critical thinking may have a moderating effect on students ‘anxiety and shyness in language learning. The implications of this inquiry may be advantageous for language learners, language instructors, as well as policymakers.

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Section: Overviewmentioning

confidence: 99%

May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes

Li,

Heydarnejad

2024

BMC Psychol

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Confronting gendered racism: Rethinking maladaptive behaviours of African American women pursuing doctoral degrees at predominantly White institutions

Dortch,

Pagán,

Dollar

et al. 2024

Review of Education

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This phenomenological study critiques the limited understanding of how African American women confront gendered racism at one predominantly white institution in the United States. It also challenges the disciplinary conversation around maladaptive behaviours, which often attributes the onus and blame to the individual. Rather than replicate or perpetuate deficit‐oriented frameworks or analysis of African American women's behaviours, this research counters the narrative of maladaptive behaviours as merely personal failures, arguing instead that these behaviours are responses to a gendered and racist system. The authors draw from Black feminist thought and self‐efficacy theory to examine the ways in which African American women in doctoral programmes may perceive and respond to racist environments and circumstances that could prevent their persistence and achievements. Findings suggest that African American women in doctoral programmes exhibit maladaptive behaviours such as avoidance, anticipatory rejection, negative self‐talk, and survival mode when coping with gendered racism in university environments. These strategies may have sufficed earlier in the academic careers of African American women; however, due to the specialised nature of doctoral study, the overutilisation of these tactics and behaviours may be impacting individuals maladaptively. Furthermore, the long‐term effects of continuous maladaptive behaviours can have further implications for the individual and collective success of African American women in academia. Given the multifaceted nature of African American women, this study seeks to expand knowledge about their actions and behaviours in response to systemic challenges. It calls for a reorientation of our understanding of maladaptation. Context and implicationRationale for this studyThis study explores the maladaptive behaviours of African American women in doctoral programmes at predominantly white institutions (PWIs), focusing on how gendered racism influences these behaviours.Why the new findings matterThe findings illuminate the specific ways in which gendered racism fosters maladaptive behaviours, which in turn affect the psychological well‐being and academic success of African American women.Implications for practitioners, policy‐makers, and academic institutionsThe study underscores the urgent need for systemic changes within academic environments to support African American women effectively. It calls for institutions to not only recognise but actively address the root causes of gendered racism. By doing so, they can dismantle the structures that perpetuate these challenges and foster a more inclusive and supportive educational landscape. This involves reevaluating institutional policies, enhancing support mechanisms, and integrating comprehensive training for faculty members and staff to understand and combat gendered racism. Ultimately, this approach aims to transform academic cultures to ensure that African American women can thrive without resorting to maladaptive coping strategies.

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Destructive Self‐Leadership? Self‐Leadership, Maladaptive Coping, and Stress in College Students

Neck,

Maykrantz,

Houghton

et al. 2024

Stress and Health

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Prior research has examined self‐leadership as a proactive self‐regulatory approach for the management of stress and anxiety in college students. However, little is known about the possible negative effects of self‐regulatory approaches such as self‐leadership. Using the transactional model of stress and coping and the interaction model of stress, anxiety, and coping as theoretical frameworks, this study investigates a parallel multiple mediation model of the relationship between self‐leadership and state anxiety as mediated by adaptive coping behaviours and maladaptive coping behaviours in a sample of 143 undergraduate students. Results suggest that self‐leadership, paradoxically, is positively related to both adaptive coping behaviours and maladaptive coping behaviours in students. Moreover, the magnitude and significance of the indirect effects of self‐leadership on state anxiety through maladaptive coping behaviours are greater than the indirect effects of self‐leadership through adaptive coping behaviours. This study is therefore the first to identify possible detrimental effects of self‐leadership on individual outcomes, that is, destructive self‐leadership. Implications, both theoretical and practical, are discussed along with limitations and directions for future research.

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A Theoretical Review on the Impact of EFL/ESL Students’ Self-Sabotaging Behaviors on Their Self-Esteem and Academic Engagement

Cited by 7 publications

References 41 publications

May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes

May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes

Confronting gendered racism: Rethinking maladaptive behaviours of African American women pursuing doctoral degrees at predominantly White institutions

Destructive Self‐Leadership? Self‐Leadership, Maladaptive Coping, and Stress in College Students

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