A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context

Derakhshan, Ali; Doliński, Dariusz; Zhaleh, Kiyana; Enayat, Mostafa Janebi; Fathi, Jalil

doi:10.1016/j.system.2022.102790

Cited by 70 publications

(41 citation statements)

References 45 publications

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“…Due to the significance of emotional wellbeing as well as the burgeoning of positive psychology both in the field of psychology (e.g., Seligman and Csikszentmihalyi, 2000 ; Fredrickson, 2009 ) and FL education ( MacIntyre and Gregersen, 2012 ; Dewaele et al, 2019a ; Fathi and Mohammaddokht, 2021 ; Wang et al, 2021 ; Derakhshan et al, 2022 ), research has witnessed a surge of interest in teachers’ positive emotions ( Cowie, 2011 ; Khajavy, 2021 ). Hence, there has been an outstanding shift from exploring negative variables, including teacher stress ( Fathi and Derakhshan, 2019 ) and burnout ( Safari, 2021 ) to examining positive factors such as work engagement ( Dong and Xu, 2022 ), enjoyment ( Ergün and Dewaele, 2021 ), emotion regulation ( Fathi et al, 2021a ), psychological well-being ( Greenier et al, 2021 ), resilience ( Ayoobiyan and Rashidi, 2021 ), and job satisfaction ( Safari, 2021 ) and other emotion variables ( Cowie, 2011 ; Khajavy et al, 2018 ) in FL contexts.…”

Section: Introductionmentioning

confidence: 99%

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

2022

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Due to the complexity of teaching, determining the variables influencing teachers’ work engagement is a rewarding research area. In line with this research agenda, the purpose of this study was to test a structural model of work engagement based on teacher self-efficacy and teaching enjoyment among English as a foreign language (EFL) teachers. For this purpose, 315 Iranian English instructors completed an online survey. Initially, the measurement models for the three latent variables were averred via conducting confirmatory factor analysis (CFA). Following that, structural equation modeling (SEM) was utilized to test the hypothesized model. SEM results showed that both self-efficacy and teaching enjoyment were the significant predictors of teachers’ work engagement, although teacher self-efficacy was a stronger predictor than teaching enjoyment. The findings might have notable implications for English teachers.

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Section: Introductionmentioning

confidence: 99%

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

2022

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“…The advancement of Positive Psychology in Second Language Acquisition (SLA), which aims to help students to flourish (MacIntyre, 2016), has established the critical roles of teacher-related factors, positive and negative emotions, and academic engagement in students' language learning (e.g., Shao and Parkinson, 2021;Derakhshan et al, 2022a;Li, 2022). Teacher-related factors have been widely studied because teachers play important roles in influencing students' psychological wellbeing and language learning achievement 10.3389/fpsyg.2022.987554 (Mercer et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators

Zhao

Yang²

2022

Front. Psychol.

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As an important contextual factor influencing various aspects of students’ learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students’ academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.

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“…The significance of positive psychology, as an approach to identifying human characteristics and creating emotional sources to be successful in regular affairs ( Wang et al, 2022 ), has encouraged investigators to seek affective and individual variables of both teachers and learners. Positive psychology is theoretically underpinned by the broaden-and-build theory of positive emotions, explaining that experiencing feelings, such as joy, love, contentment, engagement, resilience, grit, interest, self-efficacy, and emotional regulation “broaden people’s momentary thought-action repertoires and build their enduring personal resources” ( Derakhshan et al, 2022 , p. 2). Grit, as an emerging non-cognitive positive emotional construct in language learning, is a significant individual variable that was first introduced by Duckworth et al (2007) in the field of psychology.…”

Section: Introductionmentioning

confidence: 99%

The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives

Wang

Shi

2022

Front. Psychol.

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Learners’ willingness to communicate in a foreign language is regarded as a critical issue in educational contexts, so the role of emotional factors in learners’ willingness to communicate has drawn the attention of investigators. This review investigated the studies on the relationship between English as a Foreign Language (EFL) learners’ grit, foreign language anxiety, and willingness to communicate. This review showed a significant relationship between learners’ grit and willingness to communicate. The earlier studies showed that gritty learners with incessant inspiring efforts are more likely to communicate in a foreign language. This review also indicated that lower anxious learners tend to have more willingness to communicate. Earlier studies also indicated that the theories, such as broaden-and-build, positive psychology, dynamic system, affective filter, and attentional control can justify the relationships between these constructs. Moreover, the study has some pedagogical implications and suggestions for teachers, learners, syllabus designers, material developers, teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers’ willingness to communicate, grit, and foreign language anxiety in educational environments.

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A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context

Cited by 70 publications

References 45 publications

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement

Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators

The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives

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