Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance
The study of the relationship between key psychological attributes of learners and their engagement in second language (L2) learning helps to understand the critical personality mechanisms influencing language learning. The present study examined the L2 learning engagement from the perspectives of g...
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| Format: | Article |
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MDPI AG
2024-02-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/14/3/184 |
| _version_ | 1797242073080922112 |
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| author | Chenggang Wu Xiaoyong Tian Hui Jin |
| author_facet | Chenggang Wu Xiaoyong Tian Hui Jin |
| author_sort | Chenggang Wu |
| collection | DOAJ |
| description | The study of the relationship between key psychological attributes of learners and their engagement in second language (L2) learning helps to understand the critical personality mechanisms influencing language learning. The present study examined the L2 learning engagement from the perspectives of grit (i.e., consistent efforts and interests devoted to a long-term goal) and affect balance (a notion that takes into account both positive and negative emotions concurrently, assessing and evaluating which side holds more significance or influence). A cohort of English L2 learners (<i>N</i> = 394) participated in an online survey aimed at gauging their levels of grit, affect balance, and engagement in L2 learning. The results indicated that grit and affect balance were significantly correlated with behavioral engagement and affective engagement in L2 learning. However, among the two components of grit, namely consistency of interest, showed no significant relationship with L2 learning engagement, while perseverance of effort was significantly positively correlated with L2 learning engagement. Affect balance played a partially mediating and full mediating role between perseverance of effort and behavioral engagement as well as affective engagement respectively. These findings confirm the crucial role of perseverance of effort in second language learning and reveal the unique role of affect balance in their relationship. |
| first_indexed | 2024-04-24T18:33:25Z |
| format | Article |
| id | doaj.art-70983ac4e0044c9a9aec953ec8154de6 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-04-24T18:33:25Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-70983ac4e0044c9a9aec953ec8154de62024-03-27T13:21:26ZengMDPI AGBehavioral Sciences2076-328X2024-02-0114318410.3390/bs14030184Grit and Second Language Learning Engagement: The Mediating Role of Affect BalanceChenggang Wu0Xiaoyong Tian1Hui Jin2Key Laboratory of Multilingual Education with AI, School of Education, Shanghai International Studies University, Shanghai 201620, ChinaKey Laboratory of Multilingual Education with AI, School of Education, Shanghai International Studies University, Shanghai 201620, ChinaKey Laboratory of Multilingual Education with AI, School of Education, Shanghai International Studies University, Shanghai 201620, ChinaThe study of the relationship between key psychological attributes of learners and their engagement in second language (L2) learning helps to understand the critical personality mechanisms influencing language learning. The present study examined the L2 learning engagement from the perspectives of grit (i.e., consistent efforts and interests devoted to a long-term goal) and affect balance (a notion that takes into account both positive and negative emotions concurrently, assessing and evaluating which side holds more significance or influence). A cohort of English L2 learners (<i>N</i> = 394) participated in an online survey aimed at gauging their levels of grit, affect balance, and engagement in L2 learning. The results indicated that grit and affect balance were significantly correlated with behavioral engagement and affective engagement in L2 learning. However, among the two components of grit, namely consistency of interest, showed no significant relationship with L2 learning engagement, while perseverance of effort was significantly positively correlated with L2 learning engagement. Affect balance played a partially mediating and full mediating role between perseverance of effort and behavioral engagement as well as affective engagement respectively. These findings confirm the crucial role of perseverance of effort in second language learning and reveal the unique role of affect balance in their relationship.https://www.mdpi.com/2076-328X/14/3/184gritpositive emotionsnegative emotionsaffect balancelearning engagement |
| spellingShingle | Chenggang Wu Xiaoyong Tian Hui Jin Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance Behavioral Sciences grit positive emotions negative emotions affect balance learning engagement |
| title | Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance |
| title_full | Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance |
| title_fullStr | Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance |
| title_full_unstemmed | Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance |
| title_short | Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance |
| title_sort | grit and second language learning engagement the mediating role of affect balance |
| topic | grit positive emotions negative emotions affect balance learning engagement |
| url | https://www.mdpi.com/2076-328X/14/3/184 |
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