The contribution of grit, emotions and personal bests to foreign language learning

Khajavy, Gholam Hassan; Aghaee, Elham

doi:10.1080/01434632.2022.2047192

Cited by 62 publications

(33 citation statements)

References 72 publications

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“…A recent study in the domain of language learning ( Shafiee Rad and Jafarpour, 2022 ) confirmed that positive emotions interventions influence learner L2 grit, ER, and resilience. Similar findings reflecting the reciprocal relationship between L2 grit, emotions and academic achievement were supported by the results of Ghanbari and Abdolrezapour (2021) as well as Khajavy and Aghaee (2022) .…”

Section: Discussionsupporting

confidence: 81%

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

2022

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Teaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers, in particular university professors, little is known about how it interacts with two other important constructs, i.e., self-efficacy and L2 grit. Furthermore, the effect of ER on L2 teacher grit has not been sufficiently investigated. To fill this gap, the current study was to test a structural model of English as a Foreign Language (EFL) university professors’ ER, self-efficacy, and L2 grit. The participants were 356 Iranian EFL university professors who completed the Language Teacher Emotion Regulation Inventory (LTERI), the Teacher Sense of Efficacy Scale (TSES), and the L2-Teacher Grit Scale (L2TGS). The results of Structural Equation Modeling (SEM) revealed that ER and self-efficacy were strong predictors of L2 grit. Moreover, the significant role of self-efficacy on ER was discovered. The implications of this study may foster effective teaching in higher education, particularly during the COVID-19 pandemic and its impacts on education.

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Section: Discussionsupporting

confidence: 81%

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

2022

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“…Emotion regulation (ER) is a complex and dynamic process, which addresses various procedures applied for launching, hampering, or modulating individuals' position or performance (Gross, 1998a;Gross, 2015). AER acts similar to a compass and helps students to appraise and adjust the potency and persistence of their emotional experiences in educational contexts (Khajavy & Aghaee, 2022;Shafiee Rad & Jafarpour, 2022). The way and the depth of ER affect all cognitive aspects of learning, and language learning is not an exception (Khajavy et al, 2020;Richards, 2020;Taylor false, 2020).…”

Section: Introductionmentioning

confidence: 99%

The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling

et al. 2022

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Students are essential parts of society, and their mental health and emotional safety as well as a sense of purpose, achievement, and success are the major objectives of successful education. They need to be armed with self-aid constructs to overcome academic setbacks and challenges. Despite the attributions of academic emotion regulation (AER), the core of self-assessment (CSA) to academic buoyancy (AB), no study has ever uncovered their relationships. To this end, the current research intended to test a structural model of English as a foreign language (EFL) university learners’ AER, CSA, and AB. The academic emotion regulation questionnaire (AERQ), the core of self-assessment questionnaire (CSAQ), and the academic buoyancy scale (ABS) were administered to 395 Iranian EFL university learners. Based on the results of structural equation modeling (SEM), AER and CSA predict learners’ AB. Additionally, the contribution of CSA to AB was confirmed. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster practical learning and assessment. This study opens new doors for future academic research. The implications of the study may help learners, teachers, administrators, policymakers, and curriculum designers.

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“…Thus, it is reasonable to assume that grit – the passion and perseverance for long-term goals–can be an important contributor to motivational behavior and language achievement ( Teimouri et al, 2021 ). However, much recent research that examined grit using a domain-general scale has yielded inconsistent findings ( Yamashita, 2018 ; Robins, 2019, Unpublished doctoral dissertation 1 ; Khajavy, 2021 ; Liu and Wang, 2021 ; Thorsen et al, 2021 ; Khajavy and Aghaee, 2022 ). According to Teimouri and his associates, this may be due to the use of domain-general measure in the domain-specific context of language learning ( Teimouri et al, 2020 , 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Validation of L2 grit among Chinese EFL high school students and its enduring effect on achievements: A bifactor model approach

Liu

Wang²,

Bai³

2022

Front. Psychol.

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The current study seeks to validate L2 grit measure among 637 Chinese senior middle school students using a bifactor modeling approach. To do so, we first assessed and compared four alternative measurement models including CFA, bifactor CFA, ESEM, and bifactor ESEM models. Among these models, CFA exhibited the poorest fit to the data collected from the sample. ESEM showed partial fit to the data with a slightly lower factor correlation between two components of L2 grit (i.e., perseverance of effort and consistency of interest) than CFA. Two bifactor models (bifactor CFA and bifactor ESEM) demonstrated excellent fits to the data. The more parsimonious bifactor CFA model was selected as the optimal one. Based on the bifactor CFA model, we confirmed measurement invariance across gender and predictive validity of L2 grit on subsequent language achievements. Based on these findings, methodological and pedagogical implications were discussed.

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The contribution of grit, emotions and personal bests to foreign language learning

Cited by 62 publications

References 72 publications

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling

Validation of L2 grit among Chinese EFL high school students and its enduring effect on achievements: A bifactor model approach

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