4.1 Article

Effects of Well-being, Grit, Emotion Regulation, and Resilience Interventions on L2 Learners' Writing Skills

Related references

Note: Only part of the references are listed.
Article Education & Educational Research

The impact of L2 writing instructional approaches on student writing motivation and engagement

Shulin Yu et al.

Summary: This study explored the relationship between three different second language writing instructional approaches and students' writing motivation and engagement. The results showed that the genre-oriented approach had the strongest positive impact on students' adaptive motivation and engagement.

LANGUAGE TEACHING RESEARCH (2023)

Article Education & Educational Research

The Effects of Praise for Effort versus Praise for Intelligence on Psychological Aspects of L2 Writing among English-Majoring University Students

Nourollah Zarrinabadi et al.

Summary: This study found that praising students for effort can positively impact their anxiety, motivation, competence, and growth mindsets, while praising them for intelligence may have negative effects. The implications of the findings for writing instructors and suggestions for future research are also discussed.

READING & WRITING QUARTERLY (2022)

Article Psychology, Multidisciplinary

Benefits of Affective Pedagogical Agents in Multimedia Instruction

Yanqing Wang et al.

Summary: The goal of this study is to explore the impact of affective states of a pedagogical agent in an online multimedia lesson on learning processes and outcomes. The study also examines whether the effectiveness of affective agents is influenced by learners' emotion regulation strategies and prior knowledge. The results suggest that learners exposed to a happy agent reported more positive emotions and higher motivation compared to those exposed to a neutral agent. However, the addition of a happy agent did not improve learning performance. Learners' emotion regulation strategies moderated the effectiveness of affective agents on positive emotions, while prior knowledge did not have a moderating effect. Overall, the study supports the cognitive affective theory of learning with media.

FRONTIERS IN PSYCHOLOGY (2022)

Article Psychology, Multidisciplinary

Language Learning Motivation and Burnout Among English as a Foreign Language Undergraduates: The Moderating Role of Maladaptive Emotion Regulation Strategies

Xiaoixao Yu et al.

Summary: This study explores the issue of academic burnout among English as a Foreign Language (EFL) learners and its association with motivation and maladaptive emotion regulation strategies (ERS). The findings reveal a significant correlation between motivation and burnout, where maladaptive ERS moderates this association. Specifically, the more frequently students choose to avoid and vent unpleasant feelings, the weaker the protective role of motivation on burnout.

FRONTIERS IN PSYCHOLOGY (2022)

Article Education & Educational Research

Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being

Ma Jenina N. Nalipay et al.

Summary: This study found that teachers with a growth teaching mindset are more likely to experience well-being, including dimensions such as positive emotions, engagement, positive relationships, meaning, and accomplishment.

EDUCATIONAL PSYCHOLOGY (2022)

Article Education & Educational Research

Instructional support, perceived social-emotional competence, and students' behavioral and emotional well-being outcomes

Rebecca J. Collie

Summary: Social-emotional instructional support from teachers is positively associated with students' perceived social-emotional competence, leading to greater positive affect and prosocial behavior among students.

EDUCATIONAL PSYCHOLOGY (2022)

Article Psychology, Multidisciplinary

Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach

Hang Bing et al.

Summary: This study examined the predictive roles of emotion regulation and teacher self-efficacy in teacher burnout in the Chinese English as a Foreign Language context. The results showed that teacher self-efficacy is a stronger predictor of teacher burnout compared to emotion regulation.

FRONTIERS IN PSYCHOLOGY (2022)

Article Education & Educational Research

To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task

Jakub Bielak

Summary: This study examines the relationship between foreign language anxiety (FLA) and foreign language enjoyment (FLE) during a creative collaborative task and their relationship with task speech fluency. The results show a negative relationship between FLA and fluency, while FLE has a positive relationship with fluency. Furthermore, the links between fluency and FLA/FLE during the collaborative processing stage are more frequent and stronger compared to the emotions during the monologue stage, suggesting the depletion and improvement of language processing caused by FLA and FLE. Proficiency is found to be the strongest predictor of fluency, followed by FLA and then FLE.

LANGUAGE TEACHING RESEARCH (2022)

Article Education & Educational Research

Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing

Azizullah Mirzaei et al.

Summary: This study examines the synergistic effects of ARCS-flipped teaching on Iranian EFL learners' expository-writing performance and motivation. The findings show that the ARCS-flipped group outperformed the face-to-face group in writing performance, and the motivational-technological synergy led to increased learner motivation.

COMPUTER ASSISTED LANGUAGE LEARNING (2022)

Article Linguistics

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

Gholam Hassan Khajavy et al.

Summary: This study examines the role of grit and its components in the foreign language (L2) classrooms, specifically looking at its relationship with personal best goals, L2 emotions, and L2 achievement. The findings indicate that only perseverance of effort predicts L2 achievement when grit is the only predictor, but neither of the grit components predict L2 achievement when other predictors are included. The study also finds that both grit components predict L2 anxiety, and only perseverance of effort predicts L2 enjoyment and personal best goals. The study highlights the problematic role of consistency of interest in predicting L2 achievement and provides insights into the mechanism underlying the relationship between grit and L2 achievement.

JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT (2022)

Article Education & Educational Research

Language teachers' interpersonal learner-directed emotion-regulation strategies

Jakub Bielak et al.

Summary: The study focuses on the emotion-regulation strategies of language learners and the interpersonal emotion-regulation strategies used by language teachers. The results reveal a variety of strategies used by teachers, with differing perceptions of their effectiveness among learners and teachers. The study suggests the need for teacher training in emotion-regulation strategies and support from educational authorities.

LANGUAGE TEACHING RESEARCH (2022)

Article Education & Educational Research

L2 grit: Passion and perseverance for second-language learning

Yasser Teimouri et al.

Summary: Grit, defined as a combination of perseverance and passion, is found to be positively related to language learning motivation and achievement in second language acquisition.

LANGUAGE TEACHING RESEARCH (2022)

Article Psychology, Multidisciplinary

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

Yongliang Wang et al.

Summary: This paper discusses the application of positive psychology in foreign and second language education, introducing the main principles of positive psychology and conceptualizing seven positive psychology variables. It also explains the positive effects of positive psychology on L2 learning and teaching experiences, providing theoretical and pedagogical implications for future research.

FRONTIERS IN PSYCHOLOGY (2021)

Article Education & Educational Research

The antecedents of boredom in L2 classroom learning

Sachiko Nakamura et al.

Summary: This study explored the antecedents of boredom among Thai university students in an English oral communication course. Through a whole-class survey and focus group interviews, nine thematic factors contributing to boredom were identified, including both internal learner factors and external classroom factors.

SYSTEM (2021)

Article Education & Educational Research

Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?

Anna Lia Proietti Ergun et al.

Summary: This study investigated the relationships between well-being, resilience, and foreign language teaching enjoyment among 174 Italian as Foreign Language teachers. The results showed that resilience was the strongest predictor of FL teaching enjoyment, followed by well-being.

SYSTEM (2021)

Article Linguistics

Future selves, enjoyment and anxiety as predictors of L2 writing achievement

Somayeh Tahmouresi et al.

Summary: This study investigated how motivation and emotions influence L2 writing achievement by examining students' ideal and ought L2 writing selves, and how these future selves impact emotions like anxiety and enjoyment, ultimately affecting L2 writing achievement. The findings suggest that qualitative differences in motivation and emotions play a significant role in L2 writing achievement.

JOURNAL OF SECOND LANGUAGE WRITING (2021)

Article Education & Educational Research

Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach

Abdullah Alamer et al.

Summary: This study suggests that L2 achievement precedes language anxiety, with learners exhibiting high autonomous motivation and high achievement experiencing a decrease in anxiety over time. Learners with high autonomous motivation but low achievement showed a higher level of anxiety later on.

LANGUAGE TEACHING RESEARCH (2021)

Article Education & Educational Research

Academic Perseverance in Foreign Language Learning: An Investigation of Language-Specific Grit and Its Conceptual Correlates

Ekaterina Sudina et al.

Summary: The emerging interest in grit, which is positively correlated with foreign language achievement, has shown that intended effort and academic buoyancy also play important roles in FL learning according to recent studies. The study found that grit significantly overlapped with intended effort but was conceptually different from buoyancy and industriousness facet of conscientiousness. Contrary to previous research, the consistency-of-interest facet of grit demonstrated superior predictive and incremental validity with regard to FL achievement.

MODERN LANGUAGE JOURNAL (2021)

Article Linguistics

A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT

Gholam Hassan Khajavy et al.

Summary: This study examined the role of grit and language mindset in L2 learning, finding that a growth language mindset weakly predicted one component of grit but not the other, and was a weak positive predictor of L2 achievement.

STUDIES IN SECOND LANGUAGE ACQUISITION (2021)

Article Linguistics

The Effect of Positive Psychology Intervention on EFL Learners' Listening Comprehension

Parisa Abdolrezapour et al.

Summary: This study applied positive psychology intervention to enhance EFL learners' listening comprehension abilities, showing a significant increase in scores and positive emotions in the experimental group. The intervention also helped teachers identify specific areas where learners struggled in listening and implement appropriate strategies to assist them. The findings suggest the benefits of integrating positive emotions in foreign language teaching.

JOURNAL OF PSYCHOLINGUISTIC RESEARCH (2021)

Article Education & Educational Research

Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers

Vincent Greenier et al.

Summary: The study found that emotion regulation and psychological well-being predict work engagement among British and Iranian English teachers, with psychological well-being being a stronger predictor of work engagement. Cross-cultural differences were also identified, with a stronger association between psychological well-being and work engagement for British teachers.

SYSTEM (2021)

Article Linguistics

Structural Relationship Between L2 Learning Motivation and Resilience and Their Impact on Motivated Behavior and L2 Proficiency

Tae-Young Kim et al.

Summary: This study examined the structural relationship between second language learning motivation, resilience, motivated behavior, and L2 proficiency among EFL students in South Korea. Factors such as self-composure, sociability, and motivated behavior emerged as influential in L2 proficiency. Confirmation factor analysis showed the independence of these constructs with conceptual validity.

JOURNAL OF PSYCHOLINGUISTIC RESEARCH (2021)

Article Psychology, Clinical

Distinct temporal brain dynamics in bipolar disorder and schizophrenia during emotion regulation

Liwen Zhang et al.

PSYCHOLOGICAL MEDICINE (2020)

Article Psychology, Multidisciplinary

Validation of an Emotion Regulation Training Program on Mental Well-Being

Sara LeBlanc et al.

PSYCHOLOGICAL REPORTS (2020)

Article Education & Educational Research

Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research

Peter D. Macintyre et al.

MODERN LANGUAGE JOURNAL (2019)

Review Psychology, Multidisciplinary

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

Jean-Marc Dewaele et al.

FRONTIERS IN PSYCHOLOGY (2019)

Article Education & Educational Research

Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing

Muhammad Rahimi

LANGUAGE TEACHING RESEARCH (2019)

Article Linguistics

RETHINKING L2 MOTIVATION RESEARCH THE 2 X 2 MODEL OF L2 SELF-GUIDES

Mostafa Papi et al.

STUDIES IN SECOND LANGUAGE ACQUISITION (2019)

Article Psychology, Social

A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations

Stefan Janke et al.

PERSONALITY AND INDIVIDUAL DIFFERENCES (2019)

Article Psychology, Educational

Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction

Kelly N. Clark et al.

JOURNAL OF SCHOOL PSYCHOLOGY (2019)

Article Psychology, Educational

Does students' grit predict their school achievement above and beyond their personality, motivation, and engagement?

Ricarda Steinmayr et al.

CONTEMPORARY EDUCATIONAL PSYCHOLOGY (2018)

Article Linguistics

The L2 motivational self system: A meta-analysis

Ali H. Al-Hoorie

STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING (2018)

Article Psychology, Social

Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature

Marcus Crede et al.

JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY (2017)

Article Psychology, Clinical

Effect of an Emotion Regulation Training Program on Mental Well-Being

Sara Leblanc et al.

INTERNATIONAL JOURNAL OF GROUP PSYCHOTHERAPY (2017)

Article Education & Educational Research

Investigating Grit at a Non-Cognitive Predictor of College Success

Patrick Akos et al.

REVIEW OF HIGHER EDUCATION (2017)

Article Education & Educational Research

A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies

Lin Sophie Teng et al.

MODERN LANGUAGE JOURNAL (2016)

Article Education & Educational Research

Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout

Afsaneh Ghanizadeh et al.

INTERNATIONAL JOURNAL OF PEDAGOGIES & LEARNING (2015)

Article Psychology, Experimental

Positive affectivity predicts successful and unsuccessful adaptation to stress

Christian T. Gloria et al.

MOTIVATION AND EMOTION (2013)

Article Education & Educational Research

Challenges to teacher resilience: conditions count

Qing Gu et al.

BRITISH EDUCATIONAL RESEARCH JOURNAL (2013)

Review Social Work

A Systematic Review of Strengths and Resilience Outcome Literature Relevant to Children and Adolescents

Keith Brownlee et al.

CHILD AND ADOLESCENT SOCIAL WORK JOURNAL (2013)

Article Linguistics

The role of individual differences in L2 writing

Judit Kormos

JOURNAL OF SECOND LANGUAGE WRITING (2012)

Article Linguistics

Emotions that facilitate language learning: The positive-broadening power of the imagination

Peter MacIntyre et al.

STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING (2012)

Article Psychology, Educational

The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study

Gian Vittorio Caprara et al.

BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY (2011)

Article Psychology, Multidisciplinary

Pursuing Pleasure or Virtue: The Differential and Overlapping Well-Being Benefits of Hedonic and Eudaimonic Motives

Veronika Huta et al.

JOURNAL OF HAPPINESS STUDIES (2010)

Article Education & Educational Research

The role of EFL teachers' emotional intelligence in their success

Afsaneh Ghanizadeh et al.

ELT JOURNAL (2010)

Article Education & Educational Research

Positive education: positive psychology and classroom interventions

Martin E. P. Seligman et al.

OXFORD REVIEW OF EDUCATION (2009)

Article Psychology, Clinical

Development and Validation of the Short Grit Scale (Grit-S)

Angela Lee Duckworth et al.

JOURNAL OF PERSONALITY ASSESSMENT (2009)

Article Psychology, Applied

Group well-being: Morale from a positive psychology perspective

Christopher Peterson et al.

APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE (2008)

Article Psychology, Social

Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being

JJ Gross et al.

JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY (2003)

Article Psychology, Clinical

Development of a new resilience scale: The Connor-Davidson Resilience scale (CD-RISC)

KM Connor et al.

DEPRESSION AND ANXIETY (2003)

Article Education & Educational Research

Factor structure of the School Well-being Model

A Konu et al.

HEALTH EDUCATION RESEARCH (2002)