How does teacher support contribute to learners’ grit? The role of learning enjoyment

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

“…According to Dale et al (2018) , Grittier people have positive attitudes toward life and show high job dedication. Grit is enhanced when individuals understand the difference between high-priority and low-priority objectives and learn how to manage their energies ( Hejazi and Sadoughi, 2022 ; Lan, 2022 ).…”

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

“…Although academic engagement is viewed as a “new kid on the block” ( Reschly and Christenson, 2012 , p. 4), because of its close linkage with students’ learning actions and academic success, it has experienced an exponential increase in the last 20 years ( Hiver et al, 2021 ; Zhou et al, 2021 ). As the outcome of the interaction between both individual factors and the instructional context ( Baker et al, 2008 ), academic engagement is not only influenced by teacher-related factors such as teacher support and enthusiasm ( Dewaele and Li, 2021 ; Hejazi and Sadoughi, 2022 ) but also affected by students’ emotional and motivational variables ( Mystkowska-Wiertelak, 2020 ; Dewaele and Li, 2021 ). However, only sporadic studies have explored the relationship between engagement and students’ emotional variables and these limited studies indicated that positive emotions like enjoyment could promote students’ academic engagement (e.g., Guo, 2021 ; Liu, 2022 ), while negative emotions like boredom could make students disentangle from classroom learning activities (e.g., Dewaele and Li, 2021 ; Derakhshan et al, 2022b ).…”

Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study

“…For example, Yuan (2022) demonstrated that teacher stroke, referring to any action taken to acknowledge and value another person's worth (Shirai, 2006), and teacher-student rapport, as positive teacher interpersonal behaviors, promote language learners' grit development. What is more, findings in Hejazi and Sadoughi's (2022) study revealed that students' perceived teacher support was positively associated with their L2 grit, which addressed teachers' role as an essential element in language learning to motivate students to exert considerable effort in their learning process and enhance their enthusiasm and persistence.…”

“…As mentioned above, the social relationships, including the teacher-student and peer relationships and learners’ grit, are closely intertwined within the EFL context. Most existing studies have focused on directional associations from social relationships (i.e., the teacher-student relationship, peer relationship, or both) to EFL learners’ grit ( Hejazi and Sadoughi, 2022 ; Shen and Guo, 2022 ; Yuan, 2022 ). In contrast, limited studies were conducted to examine the effect of grit on perceived social relationships and the reciprocal associations between grit and social relationships in the EFL context.…”

“…The current study addressed this issue and used a longitudinal cross-lagged design to seek the reciprocal relationships between social relationships (teacher-student and peer relationships) and grit in the EFL learning context. Unlike the existing studies (e.g., Hejazi and Sadoughi, 2022 ; Shen and Guo, 2022 ; Yuan, 2022 ) that only focused on one specific interpersonal relationship: the teacher-student relationship or peer relationships within the learning environment, we highlighted them synchronously because both types of interpersonal relationships exist concurrently during language learning. In addition, given that gender plays an essential effect in EFL learning ( Sunderland, 1992 ; Ma et al, 2017 ; Bataineh et al, 2018 ; Namaziandost and Çakmak, 2020 ; Van Ha et al, 2021 ), we also investigated whether the relations between social relationships (teacher-student relationship and peer relationships) and grit within the EFL learning context differ by gender.…”