Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement
Regarding the constructive function of students’ academic engagement in learning a foreign language, understanding the individuals’ intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-06-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.914759/full |
| _version_ | 1828335326248042496 |
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| author | Cheng Zhang Lizhi Mao Nanshu Li Xiaoye Gu |
| author_facet | Cheng Zhang Lizhi Mao Nanshu Li Xiaoye Gu |
| author_sort | Cheng Zhang |
| collection | DOAJ |
| description | Regarding the constructive function of students’ academic engagement in learning a foreign language, understanding the individuals’ intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners’ academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students’ grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students’ grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study. |
| first_indexed | 2024-04-13T21:44:53Z |
| format | Article |
| id | doaj.art-d50f8856736e4e3aaa2707b712a389cf |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T21:44:53Z |
| publishDate | 2022-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-d50f8856736e4e3aaa2707b712a389cf2022-12-22T02:28:38ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-06-011310.3389/fpsyg.2022.914759914759Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic EngagementCheng Zhang0Lizhi Mao1Nanshu Li2Xiaoye Gu3School of Law, Chongqing University, Chongqing, ChinaSchool of Law, Chongqing University, Chongqing, ChinaSchool of Law, Chongqing University, Chongqing, ChinaDepartment of Sports, University of International Business and Economics, Beijing, ChinaRegarding the constructive function of students’ academic engagement in learning a foreign language, understanding the individuals’ intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners’ academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students’ grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students’ grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.914759/fullChinese EFL studentssocial-emotional competenceacademic engagementpsychologygrit |
| spellingShingle | Cheng Zhang Lizhi Mao Nanshu Li Xiaoye Gu Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement Frontiers in Psychology Chinese EFL students social-emotional competence academic engagement psychology grit |
| title | Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement |
| title_full | Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement |
| title_fullStr | Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement |
| title_full_unstemmed | Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement |
| title_short | Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement |
| title_sort | chinese efl students social emotional competence grit and academic engagement |
| topic | Chinese EFL students social-emotional competence academic engagement psychology grit |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.914759/full |
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