To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation

Namaziandost, Ehsan; Heydarnejad, Tahereh; Azizi, Zeinab

doi:10.1007/s12144-023-04676-0

Cited by 21 publications

(14 citation statements)

References 67 publications

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“…The reliability of the questionnaire was assessed in two separate samples of high school and college students. For the communication skills component, reliability coe cients of 0.77 and 0.76 were observed among students, while the future orientation component demonstrated reliability coe cients of 0.68 and 0.65 [47]. In the present study, the reliability of the questionnaire, as measured by Cronbach's alpha, was determined to be 0.78.…”

Section: Methodsmentioning

confidence: 51%

The Mediating Role of Academic Competence in the Relationship between Perceived Teaching Style and Academic Resilience among Adolescents

Afzali,

Hosseinian

2024

Preprint

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Background This study investigated the mediating role of academic competence in the association between perceived teaching style and academic resilience among adolescents. Methods Using a cross-sectional design, the research focuses on high school students in Tehran, Iran, aiming to examine interplay between teaching styles, academic competence, and academic resilience. Data from 400 high school students were collected through convenience sampling, utilizing online questionnaires, including the Academic Resilience Inventory (ARI), Teacher as Social Context (TASC), and Academic Competence Evaluation Scale (ACES). The data underwent descriptive and inferential statistical analyses, encompassing mean, standard deviation, correlation matrix, and path analysis, using SPSS and LISREL 8.7 software. Results The findings demonstrate significant relationships between teaching styles, academic competence, and academic resilience. Specifically, path analysis reveals that teaching styles, particularly those emphasizing support and involvement, have direct and meaningful effects on academic competence, subsequently influencing academic resilience. The proposed model exhibits a good fit, as evidenced by various fit indices (p < .05). Conclusion This study carried implications for educational interventions and practices aimed at promoting positive academic outcomes and psychological well-being among adolescents. As such, educators and policymakers can leverage these insights to design effective strategies that nurture students' academic skills and emotional strength.

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Section: Methodsmentioning

confidence: 51%

The Mediating Role of Academic Competence in the Relationship between Perceived Teaching Style and Academic Resilience among Adolescents

Afzali,

Hosseinian

2024

Preprint

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“…Namaziandost et al (2023) also found direct correlations between academic resilience and students' feelings in language classes, indicating that more resilient students feel more engaged and less demotivated. The ndings of this study align with the motivation/demotivation theory debate and the concept of resilience, suggesting that academic resilience helps students cope with test and assessment pressures.…”

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confidence: 76%

“…In L2 education, the application of academic resilience can mitigate anxiety and reduce concerns about failure (Rojas, 2015), fostering a positive orientation towards overcoming challenges (Martin & Marsh, 2009). Activities such as educational discovery and problem-solving have been identi ed as enhancing academic resilience among L2 learners (Rahat & Ilhan, 2016), with previous research highlighting its signi cant role in L2 acquisition (Namaziandost et al, 2023;Rudd et al, 2021). Heydarnejad et al (2022) found that academic emotion regulation and self-assessment are predictors of academic buoyancy among EFL learners.…”

Section: Academic Resiliencementioning

confidence: 99%

Learning-oriented assessment of L2 argumentative writing ability: Its impacts on EFL undergraduate students’ writing ability and academic resilience

Imsa-ard

2024

Preprint

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The notion of utilizing assessment to facilitate learning has garnered significant momentum in language education. Nevertheless, a substantial portion of the pertinent theoretical and research literature tends to concentrate on the dynamics of the teaching-learning interface, often neglecting the critical role of effective teacher and peer interaction in augmenting student learning. The current study explored the learning-oriented assessment of EFL learners’ writing ability. Specifically, the study involved the development and administration of learning-oriented writing assessment (LOWA) tasks that aimed to measure 67 learners’ ability to display competency in L2 writing ability by building an argument. In addition, the study aimed to examine whether implementing LOWA tasks can help enhance learners’ academic resilience. Following a quasi-experimental mixed-methods approach, results from the assessment administration were analyzed using robust statistical analyses and qualitative analysis of the responses. A learning-oriented approach to assessment as a design and validation framework was used to interpret qualitative and quantitative evidence. The findings revealed that the students’ L2 argumentative writing ability and academic resilience improved as a result of the LOWA tasks where the experimental group significantly outperformed the control group in the post-test. Moreover, focus-group interviews revealed favorable perspectives towards LOWA while also expressing some concerns on giving feedback. It is hoped that this research will shed light on the language assessment within complex tasks and will help understand the affordances of implementing embedded assistance in language assessment.

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“…In a study that came to a similar conclusion, [ 30 ] found that demotivated L2 students were less likely to finish their tasks and take part in the activities that were going on in the classroom. Resilience, critical thinking, emotion control, and self-esteem are on the other end of the spectrum of AD, as is shown by the research of [ 5 ]. EFL students who have a strong sense of resilience, higher-order thinking abilities, and self-esteem are less likely to become demotivated.…”

Section: Literature Reviewmentioning

confidence: 97%

Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy

Li,

Yang,

Ismail

et al. 2024

BMC Psychol

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Test anxiety is a combination of a confluence of physiological hyperarousal, tension, and bodily manifestations, with apprehension, trepidation, fear of inadequacy, and the tendency to magnify negative outcomes, which manifest before or during evaluative assessments. Online evaluation might potentially exacerbate anxiety and demotivation among learners. When students’ psychological and emotional well-being are taken into account, it may be possible to improve their educational and evaluative experiences. This study set out to shed light on the interplay between anxiety, demotivation, academic buoyancy, and autonomy in online assessment. To achieve this objective, printed copies of the related questionnaires were distributed among 392 EFL university students in China. The association between anxiety, demotivation, academic buoyancy, and autonomy in online assessment was assessed by data screening utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings indicated that students who experienced less anxiety and demotivation were more buoyant and autonomous. Possible improvements in language education and assessment are considered, as are the study’s broader implications.

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To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation

Cited by 21 publications

References 67 publications

The Mediating Role of Academic Competence in the Relationship between Perceived Teaching Style and Academic Resilience among Adolescents

The Mediating Role of Academic Competence in the Relationship between Perceived Teaching Style and Academic Resilience among Adolescents

Learning-oriented assessment of L2 argumentative writing ability: Its impacts on EFL undergraduate students’ writing ability and academic resilience

Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy

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