Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout

Derakhshan, Ali; Eslami, Zohreh R.; Curle, Samantha; Zhaleh, Kiyana

doi:10.14746/ssllt.2022.12.1.5

Cited by 35 publications

(27 citation statements)

References 44 publications

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“…Student burnout can thus be understood as an experience of exhaustion caused by high study demands, feelings of ineptitude and/or inefficacy in educational settings, and a sense of disconnection from one's studies (Derakhshan et al, 2022;Yang, 2004).…”

Section: Academic Burnoutmentioning

confidence: 99%

Predicting Algerian Doctoral Students’ Academic Burnout Using the Expectancy-Value Model: The Effect of Faculty Attachment and Years of Enrolment

Sellali

Lahiouel

2022

IJDS

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Aim/Purpose: The purpose of the current study is to investigate the effect of expectancy-value beliefs on Algerian doctoral students’ academic burnout. Descriptive-inferential research was adopted to measure the potential association and predictive relationship between the variables of the study. Background: It is commonly known that candidates undertaking a doctoral course experience significant amounts of pressure for the sake of finishing their doctoral programmes. However, their expectations of success and course values, which stem from the very essence of motivation theory, are assumed to be connected to their experience of academic burnout. Methodology: Quantitative research methods were used to study the relationship between the variables of the study. Through snowball sampling, the sample of the study consisted of doctoral students (N= 104) from three different Algerian universities, representing five faculties (Nature and Life Sciences, Science and Technology, Maths and Computer Sciences, Economy, and Languages and Literature). The measures used in this study are adapted versions of the Students’ Expectations and Value Beliefs Survey, and the Maslash Burnout Inventory – Students’ Survey (MBI-SS). Contribution: This study attempts to expand on the existing literature on the rather new concept of student burnout through the inclusion of the expectancy-value variables and offers practical recommendations to practitioners, supervisors, and doctoral students alike. Findings: The findings indicated the existence of significant differences between doctoral candidates in terms of their faculty attachment and years of enrolment in their respective courses. The study also revealed the existence of significant negative correlations between the dimensions of expectancy-value and academic burnout. Students’ success expectancy and course values were significant negative predictors of Algerian doctoral students’ academic burnout. Recommendations for Practitioners: Supervisors are recommended to equip their doctoral supervisees with realistic expectations of the required abilities of the course right from the beginning, elaborate on the abilities needed to finish their respective doctoral programmes, and regularly remind them of the values of their programmes should they experience academic burnout. Recommendation for Researchers: The present study relies heavily on quantitative research methods. Researchers could expand on the same topic of the current study by examining the subjective inclinations of doctoral candidates to understand more about the association of their success expectancy and course values to their experience of academic burnout. Researchers could also expand on the sample of the study in different contexts in the world to add more constructive criticism to the current study, with better probability sampling techniques. Impact on Society: The current study seeks to raise awareness on the importance of doctoral candidates’ perception of their respective doctoral programmes and potentially decrease failure and dropout rates by shifting focus to the regulation of their perceived success expectations and course values. Future Research: As far as future research is concerned, several other variables may more or less be associated with the concept of academic burnout within doctoral students, at least in the Algerian higher education context, such as candidates’ physical and emotional engagement, employment opportunities, and supervision satisfaction. Expectancy-value may have a moderating role in the relationship of these variables with experience of academic burnout, all of which can be studied through Structural Equation Modelling.

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Section: Academic Burnoutmentioning

confidence: 99%

Predicting Algerian Doctoral Students’ Academic Burnout Using the Expectancy-Value Model: The Effect of Faculty Attachment and Years of Enrolment

Sellali

Lahiouel

2022

IJDS

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“…We are not just trying to voice our thoughts, but our goal is to influence our audience or audiences. By talking, we would like the other person to comprehend what we mean, and he listens to us to understand what we mean ( Kang, 2014 ; Derakhshan et al, 2022 ). Communication is an important and central factor in our lives that, if done correctly, can prevent stressful situations and lead to the solution of many problems in life.…”

Section: Introductionmentioning

confidence: 99%

Chinese English as a Foreign Language Learners’ Individual Differences and Their Willingness to Communicate

Cheng

Xu²

2022

Front. Psychol.

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One of the most significant issues in the success of language students is communication skills. Due to the high importance of the willingness to communicate in foreign language learning, many researchers are looking for effective factors in raising the level of communication among language learners. Reviewing the literature, the researchers explored the role of language learners’ gender, major, age, and proficiency level in their willingness to communicate. To gather the necessary data, the researcher administered a willingness to communicate questionnaire among 860 Chinese english as a foreign language (EFL) students. The results of data analyses demonstrated that gender, major, and age played a significant role in determining language learners’ willingness to communicate. However, the findings showed that learners’ willingness to communicate could be different in all proficiency levels. The results showed that taking into account factors such as students’ gender, background, and age directly helps to improve the willingness to communicate among language learners. Finally, solutions to improve the willingness to communicate are provided.

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“…As put forward by Zheng ( 2021a ), using verbal and non-verbal communicative actions enables instructors to promote their learners' motivation and keep them engaged in the mechanism of learning. In this respect, Derakhshan et al ( 2022 ) also maintained that employing immediate communication behaviors, whether verbal or non-verbal, empowers teachers to reduce their students' sense of burnout and disengagement.…”

Section: Introductionmentioning

confidence: 99%

“…Because of the significance of teacher immediacy and credibility (Pishghadam et al, 2017 ; Derakhshan et al, 2022 ), a substantial number of investigations have been devoted to these constructs. A series of studies have explored the impact of teachers' immediacy and credibility on teachers themselves and their professional success (e.g., Nayernia et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…A series of studies have explored the impact of teachers' immediacy and credibility on teachers themselves and their professional success (e.g., Nayernia et al, 2020 ). The rest have focused on the effects of these two constructs on learners and their academic behaviors, including engagement (e.g., Dixson et al, 2017 ; Stilwell, 2018 ; Zheng, 2021b ), willingness to communicate (e.g., Yu, 2011 ; Fallah, 2014 ; Pishghadam et al, 2019 ; Sheybani, 2019 ; Lee, 2020 ), motivation (e.g., Estepp and Roberts, 2015 ; Furlich, 2016 ; Frymier et al, 2019 ; Karimi and Ziaabadi, 2019 ; Megawati and Hartono, 2020 ; Hussain et al, 2021 ), burnout (e.g., Gholamrezaee and Ghanizadeh, 2018 ; Derakhshan et al, 2022 ), and academic achievement (e.g., Mazer and Stowe, 2016 ; Kalat et al, 2018 ; Violanti et al, 2018 ; Ge et al, 2019 ). Nonetheless, the potential effects of these communication behaviors on learners' perceptions of classroom justice have remained elusive.…”

Section: Introductionmentioning

confidence: 99%

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EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?

Sun

2022

Front. Psychol.

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Because learners' perceptions of classroom justice are highly influential on their academic performance, recognizing personal and interpersonal factors that may modify these perceptions seems necessary. Notwithstanding this necessity, a scant number of inquiries have focused on the role of interpersonal factors such as credibility and immediacy in learners' perceptions of classroom justice. In fact, the function of these factors has been overlooked by previous studies. Furthermore, no theoretical review has been performed in this area. To make a stride toward narrowing this lacuna, this theoretical review intends to clarify the role of two interpersonal factors, namely immediacy and credibility, in EFL learners' perceptions of classroom justice. To accomplish this, the previous inquiries were meticulously reviewed. The findings of the review disclosed that EFL learners' perceptions of classroom justice can be considerably influenced by teacher immediacy and credibility. The findings' implications are further discussed.

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Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout

Cited by 35 publications

References 44 publications

Predicting Algerian Doctoral Students’ Academic Burnout Using the Expectancy-Value Model: The Effect of Faculty Attachment and Years of Enrolment

Predicting Algerian Doctoral Students’ Academic Burnout Using the Expectancy-Value Model: The Effect of Faculty Attachment and Years of Enrolment

Chinese English as a Foreign Language Learners’ Individual Differences and Their Willingness to Communicate

EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?

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