A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context
Students are the products of educational system and every strategy taken in education may foster or hinder their learning progress. Efficient instruction is achieved when emotional and cognitive heath of the learners is warranted. Despite the critical roles of Academic Buoyancy (AB), L2 grit, Academ...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-02-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844023003560 |
| _version_ | 1811161847565385728 |
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| author | Asmaa Falah Theiyab Alazemi Tahereh Heydarnejad Sayed M. Ismail Asma Gheisari |
| author_facet | Asmaa Falah Theiyab Alazemi Tahereh Heydarnejad Sayed M. Ismail Asma Gheisari |
| author_sort | Asmaa Falah Theiyab Alazemi |
| collection | DOAJ |
| description | Students are the products of educational system and every strategy taken in education may foster or hinder their learning progress. Efficient instruction is achieved when emotional and cognitive heath of the learners is warranted. Despite the critical roles of Academic Buoyancy (AB), L2 grit, Academic Emotion Regulation (AER), and Personal Best (PB), studies on their reciprocal relationships are still under shadow. Thus, this investigation suggested a model to depict the interplay among AB, L2 grit, AER, and PB. In so doing, The Academic Buoyancy Scale (ABS), The Language-domain-specific Grit Scale (L2-Grit S), The Academic Emotion Regulation Questionnaire (AERQ), and The Personal Best Scale (PBS) were distributed to 435 Iranian EFL university learners at BA level. The data screening based on Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) reflected that buoyant as well as gritter EFL learners are more aware of evaluating their academic emotional experiences as well as perusing their goals. More precisely, the mediator roles of AB and L2 grit on AER and PB were uncovered. The implications of this study, which advance psychology of language learning and teaching are thoroughly discussed. |
| first_indexed | 2024-04-10T06:20:39Z |
| format | Article |
| id | doaj.art-7e971f1084aa4b1ca89fc8877c8cd801 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-10T06:20:39Z |
| publishDate | 2023-02-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-7e971f1084aa4b1ca89fc8877c8cd8012023-03-02T05:00:14ZengElsevierHeliyon2405-84402023-02-0192e13149A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL contextAsmaa Falah Theiyab Alazemi0Tahereh Heydarnejad1Sayed M. Ismail2Asma Gheisari3Ministry of Education, KuwaitDepartment of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, IranPrince Sattam Bin Abdulaziz University, Al-Kharj, Saudi ArabiaPayame Nour University of Ahvaz, Ahvaz, Iran; Corresponding author.Students are the products of educational system and every strategy taken in education may foster or hinder their learning progress. Efficient instruction is achieved when emotional and cognitive heath of the learners is warranted. Despite the critical roles of Academic Buoyancy (AB), L2 grit, Academic Emotion Regulation (AER), and Personal Best (PB), studies on their reciprocal relationships are still under shadow. Thus, this investigation suggested a model to depict the interplay among AB, L2 grit, AER, and PB. In so doing, The Academic Buoyancy Scale (ABS), The Language-domain-specific Grit Scale (L2-Grit S), The Academic Emotion Regulation Questionnaire (AERQ), and The Personal Best Scale (PBS) were distributed to 435 Iranian EFL university learners at BA level. The data screening based on Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) reflected that buoyant as well as gritter EFL learners are more aware of evaluating their academic emotional experiences as well as perusing their goals. More precisely, the mediator roles of AB and L2 grit on AER and PB were uncovered. The implications of this study, which advance psychology of language learning and teaching are thoroughly discussed.http://www.sciencedirect.com/science/article/pii/S2405844023003560Academic buoyancyL2 gritAcademic emotion regulationPersonal bestEFL university LearnersStructural equation modeling |
| spellingShingle | Asmaa Falah Theiyab Alazemi Tahereh Heydarnejad Sayed M. Ismail Asma Gheisari A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context Heliyon Academic buoyancy L2 grit Academic emotion regulation Personal best EFL university Learners Structural equation modeling |
| title | A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context |
| title_full | A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context |
| title_fullStr | A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context |
| title_full_unstemmed | A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context |
| title_short | A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context |
| title_sort | model of academic buoyancy l2 grit academic emotion regulation and personal best an evidence from efl context |
| topic | Academic buoyancy L2 grit Academic emotion regulation Personal best EFL university Learners Structural equation modeling |
| url | http://www.sciencedirect.com/science/article/pii/S2405844023003560 |
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