The role of identity styles and social support from peers on emotional engagement in the English as a foreign language learning

Abstract

This present study was designed to investigate influences of identity styles and social support from peers on emotional EFL classroom engagement in a large sample of Saudi early adolescents (N=406) ranged in age from 12 to 15. This emotional engagement construct is based on the identity styles literature and draws upon concepts of social support received from peers as one of the most important sources of validation from others during adolescence period, and as a mediating variable of the associations between students’ identity styles and emotional engagement. The study shows gender differences within the sample. In general, the findings of the study demonstrate the role of social support received from peers in enhancing identity styles and influencing emotional EFL classroom engagement.

Learning and Study Strategies as Predictors of Undergraduates’ Emotional Engagement: A Cross-Validation Approach

“…Relatedly, emotional engagement is reflected in enjoyment, enthusiasm, desire, feeling of safety, and communication with peers and faculty (Uden et al, 2013). Other researchers define it in terms of belonging to the classroom and valuing the context of learning (Al-Amri, 2020). Synthesizing these definitions as well as others reviewed during the literature review phase of the research, emotional engagement is operationally defined in the context of the present study as undergraduate students’ positive interaction and collaboration with peers and faculty members to create a supportive learning environment, which enhances their learning and studying.…”