Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment

Fathi, Jalil; Hejazi, S. Yahya

doi:10.1007/s12144-023-05187-8

Cited by 12 publications

(14 citation statements)

References 87 publications

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“…However, POE and COI did not show significant correlations with ought-to L2 self/others. Additionally, Fathi and Hejazi (2023) [54] confirmed the predicting effect of ideal L2 self on L2 grit.…”

Section: ) Grit and Motivational Variablesmentioning

confidence: 79%

An Overview of Empirical Research on Domain-Specific Grit in L2 Learning Contexts

Wang,

2024

edu

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The recent emergence of Positive Psychology within the field of second language (L2) acquisition has sparked scholarly interest in examining L2 learners' psychological factors, including their achievement emotions and personality traits, that can significantly influence the language learning process. In particular, L2 grit, a positive personality trait central to the learning process, has received considerable attention. In this context, this study seeks to present an up-to-date overview of the empirical studies addressing L2 grit indexed in the Web of Science database. During the course of the study, comprehensive analyses were conducted on the overall trend of this field, the research subjects, research methods, and key research themes prevalent in empirical studies related to L2 grit, with the goal of identifying trends and existing knowledge gaps within the field. This study has yielded several significant findings. First and foremost, it is anticipated that the realm of L2 grit will undergo an upward trajectory. Additionally, the results indicated a notable diversity in study subjects, given their academic status and cultural backgrounds. Moreover, it is also discerned that quantitative research methodologies were predominantly employed in this area of inquiry. Furthermore, the principal themes examined in the reviewed studies encompass scale development and validation, the impact of L2 grit on academic performance, the dynamic change of L2 grit over time, and the interplay between L2 grit and learner-internal and learner-external factors. This review article culminates in a critical discussion of the constraints of existing studies and finally suggests potential avenues for future research.

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Section: ) Grit and Motivational Variablesmentioning

confidence: 79%

An Overview of Empirical Research on Domain-Specific Grit in L2 Learning Contexts

Wang,

2024

edu

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“…This enduring trait is closely associated with the capacity to sustain interest, curiosity, and passion over extended periods while striving to achieve objectives, regardless of the barriers encountered ( Duckworth, 2016 ; Alamer, 2021 ; Lan et al, 2021 ). Research consistently underscores the significance of grit in diverse domains, including the acquisition of new skills, such as language learning ( Duckworth, 2016 ; Lee, 2022 ; Teimouri et al, 2022 ; Fathi and Hejazi, 2023 ).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Recent research also highlights the positive correlation between grit and academic performance, self-confidence, engagement, and motivation ( Vainio and Daukantaitė, 2016 ; Vinothkumar and Prasad, 2016 ; Arya and Lal, 2018 ; Huo, 2022 ). However, the relationship between grit and psychological well-being remains an underexplored area, though it is reasonable to posit that individuals with higher levels of grit may exhibit increased resilience, positive emotional experiences, and overall psychological well-being due to their ability to persevere through adversity ( Duckworth, 2016 ; Fathi and Hejazi, 2023 ). Therefore, it is hypothesized that grit is directly associated with the psychological well-being of EFL students.…”

Section: Review Of Literaturementioning

confidence: 99%

Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students

Tang,

Zhu

2024

Front. Psychol.

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IntroductionThis study explores the determinants of psychological well-being among 968 Chinese English as a Foreign Language (EFL) students by employing structural equation modeling (SEM). Focusing on academic self-efficacy, grit, and teacher support, this research aims to illuminate their roles in shaping the psychological well-being of EFL students within the Chinese educational context.MethodsData from a robust sample of Chinese EFL students were analyzed using SEM techniques to investigate the relationships between academic self-efficacy, grit, teacher support, and psychological well-being. Validated instruments were utilized to measure these constructs, ensuring accuracy and reliability. The study employed meticulous data collection procedures over a three-month period, maintaining strict ethical standards and anonymity for participants.ResultsThe SEM analysis revealed intricate connections among academic self-efficacy, grit, teacher support, and the psychological well-being of Chinese EFL students. Academic self-efficacy and grit emerged as direct predictors of psychological well-being, highlighting their significance in fostering students’ overall well-being. Additionally, teacher support was identified to play a mediating role in this relationship, emphasizing its critical influence on enhancing academic self-efficacy and grit, thereby contributing to students’ psychological well-being.DiscussionThese findings underscore the crucial importance of nurturing academic self-efficacy and grit to enhance the psychological well-being of Chinese EFL students. Furthermore, teacher support stands out as a pivotal factor in elevating students’ academic self-efficacy and grit, emphasizing the need for educational interventions centered on fostering these attributes among Chinese EFL learners. The implications of these results extend to educational practices, emphasizing the indispensable role of teacher support and interventions aimed at cultivating academic self-efficacy and grit to promote the psychological well-being of EFL students within the learning environment.

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“…Drawing upon the broaden-and-build theory, Foreign Language Enjoyment (FLE) and other positive emotions possess the inherent capacity to alleviate the detrimental effects of negative emotions and anxiety by expanding students’ momentary cognitive repertoires, enhancing essential cognitive resources, and bolstering their resilience ( Fredrickson, 2001 ). FLE, acknowledged as a prominent positive sentiment in L2 education ( Botes et al, 2022 ; Fathi and Hejazi, 2023 ), is characterized as an activating and task-focused emotion ( Pekrun, 2006 ). Numerous studies underscore the central role of FLE in yielding highly favorable educational outcomes, including heightened engagement, increased willingness to communicate (WTC), enhanced L2 proficiency, and reduced L2 anxiety (e.g., Shen, 2021 ; Botes et al, 2022 ; Fathi et al, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

Li,

Zhang

2024

Front. Psychol.

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IntroductionWithin the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics.MethodsEmploying Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence.ResultsThe findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels.DiscussionThese outcomes highlight the significance of nurturing students’ emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.

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Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment

Cited by 12 publications

References 87 publications

An Overview of Empirical Research on Domain-Specific Grit in L2 Learning Contexts

An Overview of Empirical Research on Domain-Specific Grit in L2 Learning Contexts

Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students

Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

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