Corrigendum: Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

Shao, Kaiqi; Nicholson, Laura; Kutuk, Gulsah; Lei, Fei

doi:10.3389/fpsyg.2020.605188

Cited by 2 publications

(3 citation statements)

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“…The relationship between creativity and school success is supported by the research of Zhi and Wang (2023), who propose that creativity can be cultivated and has a positive impact on academic success. This finding aligns with the perspective of Shao et al (2020), who also emphasise the role of creativity in boosting student engagement. Halverson and Graham (2019) examine the phenomenon of 'flow' during creative endeavours as a facilitator of academic attention.…”

Section: Moderating the Effect Of Well-being On Students' Leadership ...supporting

confidence: 88%

“…Drawing from positive psychology, creativity is not solely a characteristic but a condition that can be fostered to augment several facets of student development, such as academic performance (Zhi & Wang, 2023). From this particular standpoint, creativity is regarded as a means to foster pupil participation and satisfaction, resulting in a natural sense of fulfilment in acquiring knowledge and achieving competence (Shao et al, 2020). According to Halverson and Graham (2019), student involvement in creative endeavours increases the likelihood of experiencing a state of flow.…”

Section: Students' Creativity and Academic Successmentioning

confidence: 99%

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Mediational Effect of Students’ Creativity on the Relationship between Leadership on Academic Success: Well-Being as Moderator

Amjad,

Arshad,

Saleem

2024

ERI

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Positive psychology has strong implications for students’ success and holistic development in schools. The present study aimed to explore the mediating effect of creativity and the moderating effect of well-being on the relationship between student leadership and academic success at the secondary level. The research design of the present quantitative study was cross-sectional in nature. The sample of 811 secondary school students was selected using multi-stage and multi-method sampling techniques. The data were collected personally by face-to-face interaction using a self-developed questionnaire. Data were analysed with SPSS software (version 26) using simple linear regression, mediation, and moderation analysis by Hayes' Process macro. From analysis, we revealed that students’ leadership (β = .460, t[598] = 12.663, p < .001) and creativity (β = .460, t[598] = 12.663, p < .001) significantly contributes to their academic success. Students’ creativity (B = .560, SE = .035, t[809] = 16.128, p < .001, 95 % CI [.492, .628]) was found to be significant moderator for the relationship between leadership and academic success. It was further revealed that well-being (β = -.013, SE = .028, t[809] = -.480, p = .631) was not a statistically significant moderator for the relationship between leadership and academic success. Teachers were suggested to develop interventions based on the principles of positive psychology to influence various aspects of students’ academic success in schools. Future research was suggested to explore the role of cultural and environmental factors on the causal relationships among leadership, academic success, creativity, and well-being.

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Section: Moderating the Effect Of Well-being On Students' Leadership ...supporting

confidence: 88%

Section: Students' Creativity and Academic Successmentioning

confidence: 99%

Mediational Effect of Students’ Creativity on the Relationship between Leadership on Academic Success: Well-Being as Moderator

Amjad,

Arshad,

Saleem

2024

ERI

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“…For example, creating a safe and positive learning environment, providing support and encouragement, designing interesting and challenging learning tasks, and providing timely and positive feedback. In recent years, second language acquisition has shifted toward studying positive psychology (Shao et al, 2020;Mac Intyre, 2021), focusing on emotions, engagement, and teacher-student relationships, and emphasizing the role of emotions in language learning (Li and Xu, 2019;Fang and Tang, 2021). Therefore, it is of great significance to clarify the impact mechanism of teacher care behavior on English learning anxiety.…”

Section: Introductionmentioning

confidence: 99%

The relationship between teacher care behavior and EFL learning anxiety: the chain mediation effect of learning engagement and learning strategies

Wang

2023

Front. Psychol.

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This study aims to discuss the impact of teacher care behavior on EFL learning anxiety, as well as the mediating role of learning engagement and learning strategies. The Process plugin Model6 was used to measure the interaction between teacher care behavior (TCB), EFL learning anxiety (EFLLA), learning engagement (LE), and English learning strategies (ELS), in order to analyze and summarize their impact characteristics on college students’ EFL learning anxiety. The results show that teacher care behavior has a direct impact on EFL learning anxiety and a significant negative predictive effect on it. Learning engagement and English learning strategies play a mediating and chain mediating role between teacher care behavior and EFL learning anxiety. Thus, it can be seen that these factors can help reduce EFL learning anxiety, manifested in aspects such as mood, cognition, emotion, and behavior. Given the research findings, this study further provides suggestions for alleviating college students’ EFL learning anxiety, optimizing English teaching and learning design, and cultivating English learning strategies for college students.

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Corrigendum: Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

Cited by 2 publications

References 0 publications

Mediational Effect of Students’ Creativity on the Relationship between Leadership on Academic Success: Well-Being as Moderator

Mediational Effect of Students’ Creativity on the Relationship between Leadership on Academic Success: Well-Being as Moderator

The relationship between teacher care behavior and EFL learning anxiety: the chain mediation effect of learning engagement and learning strategies

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