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Li Y, Wu L, Li F, Fang P, Liu X, Wu S. Analysis of factors influencing medical students' learning engagement and its implications for teaching work-- a network analysis perspective. BMC MEDICAL EDUCATION 2024; 24:918. [PMID: 39182088 DOI: 10.1186/s12909-024-05908-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2024] [Accepted: 08/14/2024] [Indexed: 08/27/2024]
Abstract
PURPOSE Higher medical education has always been a major project in the fields of education and health, and therefore, the quality of education has received much attention. Learning engagement has emerged as a significant indicator of teaching quality, attracting considerable research attention. This study aims to explore the relationship between medical students' learning engagement and their sense of school belonging, professional identity, and academic self-efficacy. METHODS We conducted an online survey using convenience sampling method with 311 medical students. We employed Revised version of the Utrech Work Engagement Scale-Student (UWES-S), Chinese version of the Psychological Sense of School Membership (PSSM) scale, Academic Self-Efficacy Scale, and the questionnaire of college students' speciality identity for evaluation. Network analysis was used to analyze the relationships among these factors. RESULTS Medical students' overall performance in school showed a positive trend. However, there is still room for improvement. In the network structure of learning engagement and its influencing factors, the "emotional" aspect of professional identity (EI = 1.11) was considered to be an important node with strong centrality. And "academic competence self-efficacy" aspect of academic self-efficacy (BEI = 0.72) was considered an important node with strong transitivity. CONCLUSION Deepening medical students' emotional identification with their profession and enhancing their confidence in their academic abilities may improve their learning engagement and educational quality.
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Affiliation(s)
- Yijun Li
- Department of Military Medical Psychology, Air Force Medical University, No. 169 West Changle Road, Xi'an, Shaanxi Province, 710032, China
| | - Lin Wu
- Department of Military Medical Psychology, Air Force Medical University, No. 169 West Changle Road, Xi'an, Shaanxi Province, 710032, China
| | - Fengzhan Li
- Department of Military Medical Psychology, Air Force Medical University, No. 169 West Changle Road, Xi'an, Shaanxi Province, 710032, China
| | - Peng Fang
- Department of Military Medical Psychology, Air Force Medical University, No. 169 West Changle Road, Xi'an, Shaanxi Province, 710032, China
| | - Xufeng Liu
- Department of Military Medical Psychology, Air Force Medical University, No. 169 West Changle Road, Xi'an, Shaanxi Province, 710032, China.
| | - Shengjun Wu
- Department of Military Medical Psychology, Air Force Medical University, No. 169 West Changle Road, Xi'an, Shaanxi Province, 710032, China.
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Jiang N, Wang B, Jin Y. Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese. Percept Mot Skills 2024:315125241273995. [PMID: 39169275 DOI: 10.1177/00315125241273995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/23/2024]
Abstract
In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) the gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.
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Affiliation(s)
- Nan Jiang
- Faculty of Education, Northeast Normal University, Changchun, People's Republic of China
- Institute for Educational Reform and Development of Hainan Province, Hainan Normal University, Haikou, People's Republic of China
| | - Bo Wang
- Department of English and Applied Linguistics, College of Education, De La Salle University, Manila, The Philippines
| | - Yinxing Jin
- School of Foreign Languages, Hainan Normal University, Haikou, People's Republic of China
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Chen F, Wang X, Gao Y. EFL teachers' burnout in technology enhanced instructions setting: The role of personality traits and psychological capital. Acta Psychol (Amst) 2024; 249:104461. [PMID: 39142257 DOI: 10.1016/j.actpsy.2024.104461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2024] [Revised: 08/08/2024] [Accepted: 08/09/2024] [Indexed: 08/16/2024] Open
Abstract
The COVID-19 pandemic has caused a great alteration in teaching methodologies by adding technology to the syllabi. Indeed, the integration of technology has presented significant opportunities for language teachers to adjust to the current situation. However, it gives rise to challenges and stressors that cause burnout. Beyond work-associated issues, burnout is believed to be influenced by various factors, and with the advent of the Positive Psychology (PP) approach, there has been a shift in understanding that negative emotional states experienced by individuals can be redirected toward a positive trajectory. This shift has spurred an increasing interest in investigating the value of teachers' Psychological Capital (PsyCap) in dealing with burnout. Furthermore, the study recognizes the significance of other personal factors, including individual differences and the personality of teachers. Therefore, the present study makes efforts to unravel the intricate relationships among personality traits, PsyCap, and burnout experienced by Chinese EFL teachers in the context of Technology-enhanced instructions (TEIs). To achieve this, a total of 550 Chinese EFL teachers currently engaged in TEI settings were selected, and they responded to three relevant questionnaires. Using Structural Equation Modeling (SEM), the study found that teachers' burnout was negatively associated with PsyCap and certain personality traits, specifically openness, extroversion, agreeableness, and conscientiousness. Conversely, an increase in neuroticism was found to be positively associated with higher levels of teachers' burnout. These results highlight the importance of enhancing PsyCap and fostering positive personality traits to mitigate burnout among EFL teachers in technology-enhanced instructional settings.
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Affiliation(s)
- Fu Chen
- College of Arts and Sciences, Northeast Agricultural University, Harbin 150030, Heilongjiang, China
| | - Xin Wang
- College of Arts and Sciences, Northeast Agricultural University, Harbin 150030, Heilongjiang, China.
| | - Yanhong Gao
- College of Arts and Sciences, Northeast Agricultural University, Harbin 150030, Heilongjiang, China
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Bai S, Zheng W. Associations Between Teacher Confirmation, Emotional Support and Chinese EFL Learners' Grit: Sequential Mixed Methods. Percept Mot Skills 2024:315125241272634. [PMID: 39126658 DOI: 10.1177/00315125241272634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/12/2024]
Abstract
While grit is considered essential to EFL learners as they navigate the challenges and setbacks of foreign language learning, it has been largely overlooked by EFL researchers. In this sequential mixed methods study with qualitative data and structural equation modeling (SEM), we examined the role of teacher confirmation and emotional support in predicting L2 grit among 309 low-proficiency Chinese EFL learners who were majoring in music, fine arts, and physical education at Chinese universities. Our results revealed positive correlations between teacher confirmation, emotional support, and L2 grit, with both teacher confirmation and emotional support significantly predicting L2 grit in our presumptive model. Qualitatively, we analyzed 22 participants' responses to three open-ended questions from a semi-structured interview. Interviewees named a spectrum of interpersonal, learner, context, teacher, and task related factors they believed to be affecting their L2 grit. Among the interpersonal factors, teacher-student communication variables were most frequently named, echoing our quantitative findings. We discussed the limitations, pedagogical implications, and recommended future directions of this research.
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Affiliation(s)
- Shuxia Bai
- School of College English Teaching and Research, Henan University, Kaifeng, China
| | - Wei Zheng
- School of College English Teaching and Research, Henan University, Kaifeng, China
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Chen J, Lin C, Lin F. The interplay among EFL teachers' emotional intelligence and self-efficacy and burnout. Acta Psychol (Amst) 2024; 248:104364. [PMID: 38889657 DOI: 10.1016/j.actpsy.2024.104364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 05/24/2024] [Accepted: 06/12/2024] [Indexed: 06/20/2024] Open
Abstract
Considering the essential role of teachers and their characteristics in language education, their emotions are the main focus of recent studies. Emotions such as burnout which usually happens due to stress, can hinder their career progress so it needs to be addressed as it affects both learners and teachers respectively. Another construct is self-efficacy which contemplates the teachers' confidence in their aptitudes and it may reduce the probability of burnout and prevent job stress. Also, Emotional intelligence (EI) is an eminent variable in this field that is a significant predictor of job performance. Therefore, this study attempted to address English as a foreign language (EFL) teachers' burnout by associating the effects of these factors such as EI and self-efficacy. Accordingly, 400 EFL teachers agreed to participate and were given three relevant questionnaires. Structural equation modeling (SEM) was utilized and the findings indicated that both teacher self-efficacy (β = -0.123, p < .05) and emotional intelligence (β = -0.14, p < .05) are significant predictors of burnout. The two variables jointly could explain 4.3 % of variances in teacher burnout. Teacher self-efficacy has a significant direct effect on burnout with standard estimate of -0.123 (p = .03). It also has a positive effect on emotional intelligence with standardized estimate of 0.245 (p = .000). Emotional intelligence, in turn, has a negative effect on burnout with standardized estimate of 0.14 (p = .16). The mediation analysis showed that the indirect effect of teacher self-efficacy is 0.034 (p = .017). Finally, some implications and recommendations for EFL stakeholders are presented.
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Affiliation(s)
- Jingjing Chen
- School of Foreign Languages, Qiongtai Normal University, Haikou 571127, China
| | - Chan Lin
- School of Foreign Languages, South China University of Technology, Guangzhou 510640, China
| | - Fuxiang Lin
- School of Foreign Languages, Qiongtai Normal University, Haikou 571127, China; International Business School, Hainan University, Haikou 570228, China.
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Zhi R, Wang Y, Derakhshan A. On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers' Work Engagement: A Case of Chinese English as a Foreign Language Teachers. Percept Mot Skills 2024; 131:612-629. [PMID: 38103044 DOI: 10.1177/00315125231222398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2023]
Abstract
A plethora of scientific evidence has pinpointed that teaching English as a foreign or second language (EFL) is difficult, challenging, and emotionally burdensome. Nevertheless, most English language teachers remain committed to the teaching profession and actively engage in the instructional environment. This has inspired several scholars worldwide to explore what personal, emotional, and psychological factors motivate English language teachers to engage enthusiastically in their workplace. While a large body of studies have to date examined the personal, emotional, and psychological predictors of English language teachers' work engagement, to our knowledge, no inquiry has investigated the role of academic buoyancy and self-efficacy in predicting EFL teachers' work engagement. Furthermore, the potential impact of demographic variables on the interplay between EFL teachers' academic buoyancy, self-efficacy, and work engagement has been disregarded. To bridge this gap, we examined the interplay of these three constructs among Chinese EFL teachers. To do so, we administered three pre-designed questionnaires to 242 EFL teachers working in Chinese schools and universities. The collected data were then analyzed using structural equation modeling (SEM). The outcomes of SEM divulged positive and strong relationships between Chinese EFL teachers' academic buoyancy, self-efficacy, and work engagement. The SEM results also indicated that academic buoyancy and self-efficacy could strongly and favorably predict Chinese EFL teachers' work engagement. Additionally, the study outcomes disclosed that demographic variables, including gender, educational degree, and teaching experience, directly impacted the interplay between Chinese EFL teachers' academic buoyancy, self-efficacy, and work engagement. These results may have significant implications for English teachers, teacher trainers, and educational principals.
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Affiliation(s)
- Ran Zhi
- School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, People's Republic of China
| | - Yongxiang Wang
- School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, People's Republic of China
| | - Ali Derakhshan
- Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
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7
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Yuan L. EFL teacher-student interaction, teacher immediacy, and Students' academic engagement in the Chinese higher learning context. Acta Psychol (Amst) 2024; 244:104185. [PMID: 38364636 DOI: 10.1016/j.actpsy.2024.104185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Revised: 02/02/2024] [Accepted: 02/08/2024] [Indexed: 02/18/2024] Open
Abstract
The present study was conducted with the aim of determining the role of mediators of teacher-student rapport in the relationship between the teachers' immediacy and academic engagement in EFL contexts. The participants of this correlational study were 285 students of Xinxiang which is an important central city in northern Henan province, China. They (195 females and 90 males) were selected as a convenient sampling. To collect the data, Teacher-Student Rapport Questionnaire (Wilson et al., 2010), Teachers' Immediacy Questionnaire (Gorham, 1988), and Learners' Academic Engagement (Kember & Leung, 2009) were employed. The collected data were analyzed using the Structural Equation Modeling (SEM) method. The results showed that the research model is confirmed in terms of significance and fit indicators, and the variable of teachers' immediacy indirectly affects academic engagement through teacher-student rapport (p < .05). The research findings presented robust evidence supporting a robust and positive correlation between teachers' verbal immediacy and students' engagement. This implies that when educators exhibit clear and expressive communication, it contributes significantly to fostering active involvement and participation among students. Expanding on this insight, the study suggests that the impact of teachers' nonverbal immediacy should not be overlooked. Indeed, nonverbal cues from educators can hold considerable influence in shaping the dynamics of the teacher-student relationship. Furthermore, it is proposed that nonverbal immediacy plays a pivotal role in influencing academic engagement. In essence, both verbal and nonverbal aspects of immediacy contribute synergistically to creating a conducive learning environment, enhancing the teacher-student connection, and ultimately promoting students' academic engagement.
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Affiliation(s)
- Lingjie Yuan
- School of Foreign Languages, Xinxiang Medical University, Henan 453003, China.
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8
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Li H, Ni A. What Contributes to Student Language Learning Satisfaction and Achievement with Learning Management Systems? Behav Sci (Basel) 2024; 14:271. [PMID: 38667067 PMCID: PMC11047611 DOI: 10.3390/bs14040271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2024] [Revised: 03/20/2024] [Accepted: 03/21/2024] [Indexed: 04/29/2024] Open
Abstract
Learning management systems (LMSs) have received substantial global attention and have undergone extensive research, with most discussions focusing on users' acceptance and continuation of LMS use in the higher education sector. However, research is scarce in terms of identifying the factors that are advantageous to K-12 students' learning and satisfaction when using LMSs for language learning. This study aims to examine the impacts of internal and contextual factors on secondary students' learning satisfaction and English achievement when using LMSs. Data were collected from 289 students through an online survey. The results of the structural equation modeling showed that satisfaction had the most significant impact on English achievement. Furthermore, both internal and contextual factors, including technology self-efficacy, interest, task value, teacher support, and technology facilitation, positively impacted learning satisfaction with LMSs. In addition, teacher support exerted the strongest impact on satisfaction, followed by interest and technology self-efficacy. However, only internal factors, such as interest and task value, were positively associated with English achievement. Neither teacher support nor technology facilitation significantly impacted English performance. Given the increasing availability of LMS usage, the findings of this study can facilitate the more effective implementation of LMSs in China and globally. The study contributes to the theory and practice of LMSs use in K-12 English education. The limitations and implications of the study were discussed as well.
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Affiliation(s)
- Hanxue Li
- College of Education, Hunan First Normal University, Changsha 410205, China;
| | - Aohua Ni
- Graduate School of Education, Peking University, Beijing 100871, China
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Chen S, Tang L. EFL teachers' engagement: The impact of well-being and emotion regulation. Heliyon 2024; 10:e27338. [PMID: 38495144 PMCID: PMC10940932 DOI: 10.1016/j.heliyon.2024.e27338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 02/11/2024] [Accepted: 02/28/2024] [Indexed: 03/19/2024] Open
Abstract
As foreign language education is a challenging and complex activity, investigating the factors that influence English as foreign language (EFL) teachers' engagement may be an interesting area of research. In this field, teachers' engagement is considered an important factor related to people's perception of work. With the emergence of Positive Psychology (PP), and with regard to the role of constructive emotion variables in teachers' engagement, more attention was paid to the practical aspects of life, and it views well-being as a crucial concern for individuals' success. Emotion regulation (ER), as another emotional trait, is noteworthy as it aids in managing the favorable and unfavorable emotions educators commonly encounter in educational settings. Therefore, the constructs of well-being and emotion regulation and their role in the EFL setting have been highlighted. Therefore, the current study sought to assess the effects of well-being and emotion regulation in EFL teachers' engagement. To this end, 410 Chinese EFL teachers were chosen to complete three scales, namely engagement, well-being and ER. Structural Equation Modeling (SEM) was run to inspect the responses of the teachers. The results specified that both ER and well-being had significant impacts on the engagement of Chinese EFL teachers. Indeed, 65 percent of changes in the EFL educators' engagement can be predicted by their well-being, and about 73 percent can be predicted by their emotional regulation. The consequences for EFL instructors, teacher trainers, and other academic stakeholders are also presented in detail.
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Affiliation(s)
- Sian Chen
- Transportation Management School, Zhejiang Institute of Communications, Hangzhou, 311112, China
| | - Linqiang Tang
- Transportation Management School, Zhejiang Institute of Communications, Hangzhou, 311112, China
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Wu H, Zeng Y, Fan Z. Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents. Acta Psychol (Amst) 2024; 243:104153. [PMID: 38266578 DOI: 10.1016/j.actpsy.2024.104153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2023] [Revised: 01/16/2024] [Accepted: 01/17/2024] [Indexed: 01/26/2024] Open
Abstract
Burnout impairs English as a foreign language (EFL) learning, while engagement enhances it. However, most relevant studies have focused on college students, neglecting senior high school students. To address this gap, this mixed-methods study used two scales to assess the levels of burnout and engagement among 1234 Chinese senior high school EFL students. We also applied a person-centered approach with a statistical software (Mplus 8.7) to identify their latent profiles. Then, we conducted semi-structured interviews with 30 students and analyzed the data using thematic analysis with a qualitative software (MAXQDA 2022) to investigate the antecedents of their burnout and engagement. The statistical analysis revealed three profiles: high burnout-low engagement (16.0 %), moderate burnout-moderate engagement (61.8 %), and low burnout-high engagement (22.2 %). The profiles were associated with demographic characteristics such as gender, age, and grade. The thematic analysis identified four major antecedents: high academic stress and low academic support for burnout, and high external support and high internal support for engagement. Each major antecedent consisted of several categories and subcategories. This study could inform the design of effective interventions to reduce Chinese EFL students' burnout and increase their engagement.
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Affiliation(s)
- Hanwei Wu
- School of Foreign Studies, Hunan Normal University, Changsha city, Hunan province, China.
| | - Yonghong Zeng
- School of Foreign Studies, Hunan Normal University, Changsha city, Hunan province, China.
| | - Zhiguang Fan
- School of Teacher Education, Shaoxing University, Shaoxing city, Zhejiang province, China.
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Zhang H. Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement. Front Psychol 2024; 14:1336682. [PMID: 38292520 PMCID: PMC10824945 DOI: 10.3389/fpsyg.2023.1336682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 12/27/2023] [Indexed: 02/01/2024] Open
Abstract
Objective This study investigates the complex interplay between academic self-concept, teacher support, student engagement, and psychological wellbeing among Chinese university students. We aimed to elucidate the mediating role of student engagement in these relationships. Methods A sample of 597 Chinese undergraduate students from diverse universities participated in the study. We employed structured questionnaires to assess academic self-concept, teacher support, student engagement, and psychological wellbeing. Confirmatory factor analyses and structural equation modeling were used to test our hypothesized model. Results Structural equation modeling indicated that the partial mediation model, which considered both direct and indirect effects, outperformed full mediation and direct effect models. Student engagement significantly mediated the relationships between academic self-concept, teacher support, and psychological wellbeing. Importantly, teacher support demonstrated a direct impact on psychological wellbeing, even when accounting for the mediating role of student engagement. Conclusion This study underscores the pivotal role of student engagement as a mediator in the relationship between academic self-concept, teacher support, and psychological wellbeing among Chinese university students. While student engagement plays a substantial mediating role, our findings also recognize the persistent direct influence of teacher support on psychological wellbeing. These insights have implications for educators and policymakers aiming to enhance the wellbeing of university students by fostering positive academic self-concept and teacher support while recognizing the importance of student engagement.
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Affiliation(s)
- Hua Zhang
- College of Educational Science, Nanyang Normal University, Nanyang, China
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12
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Zheng Y, Xiao A. A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction. Front Psychol 2024; 14:1276266. [PMID: 38274678 PMCID: PMC10809156 DOI: 10.3389/fpsyg.2023.1276266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2023] [Accepted: 12/11/2023] [Indexed: 01/27/2024] Open
Abstract
Introduction English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners. Methods The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables. Results The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses. Discussion The findings highlight the pivotal role of nurturing learners' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners' satisfaction and success in online courses. Conclusion The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.
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Affiliation(s)
- Yi Zheng
- School of Foreign Languages and Literatures, Chongqing Normal University, Chongqing, China
| | - Ao Xiao
- NYU Steinhardt Teachers of English to Speakers of Other Languages, New York University, New York, NY, United States
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Li Y, Zhang L. Exploring the relationships among teacher-student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence. Front Psychol 2024; 14:1329400. [PMID: 38259574 PMCID: PMC10800580 DOI: 10.3389/fpsyg.2023.1329400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2023] [Accepted: 12/18/2023] [Indexed: 01/24/2024] Open
Abstract
Introduction Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics. Methods Employing Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence. Results The findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels. Discussion These outcomes highlight the significance of nurturing students' emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.
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Affiliation(s)
- Ying Li
- School of Foreign Languages, Xinjiang Normal University, Ürümqi, China
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14
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Sun Z, Mu B. Motivating online language learning: exploring ideal L2 self, grit, and self-efficacy in relation to student satisfaction. Front Psychol 2023; 14:1293242. [PMID: 38023027 PMCID: PMC10679430 DOI: 10.3389/fpsyg.2023.1293242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Accepted: 10/27/2023] [Indexed: 12/01/2023] Open
Abstract
Introduction This study delves into the intricate network of motivational factors that influence online learning satisfaction among intermediate-level English as a Foreign Language (EFL) students in mainland China. Methods A diverse sample of 496 EFL students participated in this research. Structural Equation Modeling was employed as the analytical method. Results The results of the study reveal significant and positive relationships between ideal L2 self and L2 grit with online learning satisfaction. Additionally, online learning self-efficacy emerged as a crucial mediator between ideal L2 self and online learning satisfaction, as well as between L2 grit and online learning satisfaction. Discussion These findings provide valuable insights into the motivational dynamics within online language learning contexts. They offer practical implications for educators and instructional designers seeking to enhance students' online learning experiences.
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Affiliation(s)
- Zhijie Sun
- Department of Foreign Language, Lanzhou University of Finance and Economics, Lanzhou, China
| | - Bingyu Mu
- Zhengzhou Institute of Technology, Zhengzhou, China
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15
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Du Y. Modeling the predictive role of music teachers' job commitment and optimism in their sense of self-efficacy. Front Psychol 2023; 14:1291443. [PMID: 38023021 PMCID: PMC10665498 DOI: 10.3389/fpsyg.2023.1291443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Accepted: 10/26/2023] [Indexed: 12/01/2023] Open
Abstract
Introduction Teachers' psychological factors have been argued to influence various aspects of music education. However, scant research has explored the psycho-affective aspects of music teachers' work. To solve this shortage of research, this study examined the predictive role of Chinese music teachers' job commitment and academic optimism in their self-efficacy. Methods To this end, 340 music teachers from four universities in Henan Province completed an online survey including three questionnaires. Results The results of structural equation modeling (SEM) and regression analysis demonstrated that music teachers' self-efficacy could be positively and significantly predicted by their optimism and job commitment. Discussion The study provided implications for music education to pay further attention to the psychology of teaching in this field. Finally, directions for further research are presented to scholars, who are interested in the psycho-emotional side of music education.
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Affiliation(s)
- Yadian Du
- Department of Music, Xinxiang University, Xinxiang, China
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Wu J, Zhao Q. The contribution of mindfulness in the association between L2 learners' engagement and burnout. Heliyon 2023; 9:e21769. [PMID: 38027673 PMCID: PMC10663844 DOI: 10.1016/j.heliyon.2023.e21769] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 10/25/2023] [Accepted: 10/27/2023] [Indexed: 12/01/2023] Open
Abstract
There has been recently a growing interest in L2 learners' engagement as a central factor in their success. However, not all L2 learners are engaged intellectually, passionately, and behaviorally in L2 learning and this can be due to their experience of burnout in language educational settings. On the other hand, L2 learners frequently encounter heightened degrees of burnout because of emotional and behavioral disengagement. To relieve the relationship between engagement and burnout, the influential technique known as mindfulness, as a coping mechanism for enhancing engagement and reducing burnout among L2 learners, has emerged. Given this conceptual model, the purpose of this paper is to argue the mediator role of mindfulness, in light of self-determination and self-control theory, between L2 students' engagement and burnout. A few directions for future inquiries are discussed following this review.
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Affiliation(s)
- Juan Wu
- School of Foreign Languages, Zhengzhou University of Economics and Business, Zhengzhou, Henan, 451191, China
| | - Qifeng Zhao
- School of Electronic and Information, Zhongyuan University of Technology, Zhengzhou, Henan, 450007, China
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Yin T, Yin J, Xu Z. Chinese students' perceptions of social networks and their academic engagement in technology-enhanced classrooms. Heliyon 2023; 9:e21686. [PMID: 37954340 PMCID: PMC10638011 DOI: 10.1016/j.heliyon.2023.e21686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 10/20/2023] [Accepted: 10/25/2023] [Indexed: 11/14/2023] Open
Abstract
Using social networks as one of the new instruments of information and communication technologies in recent years has gained popularity. Social networks are used in various political, social, cultural, and educational fields. In education, students increasingly use social networks to create and maintain social relationships and support informal learning methods. The current study investigated the relationship between the use of social networks and academic engagement in Chinese EFL language learners. Using a convenience sampling method, the researcher invited 591 EFL students from Guangdong Province, China to participate in the study. The participants consisted of 307 male learners and 284 female learners, of whom 345 (58.38 %) were B.A., 234 (39.59 %) were M.D. and 2.03 % were Ph.D. To obtain the necessary data, the researcher employed two questionnaires. The researcher distributed the questionnaires that were Social Network Usage Questionnaire and Academic Engagement Questionnaire to the participants. Employing the multivariate regression method and Pearson correlation coefficient in SPSS and Amos, the researcher analyzed the collected data. The results show that there is a significant and positive association between learners' social network usage, their ethnographic factor (age), and their academic engagement. However, other ethnographic factors such as gender and educational level do not affect learners' social networks usage. Also, there is a significant and positive association between the amount of use of social networks for entertainment and components of academic engagement which are cognitive, emotional, and socio-behavioral factors. The use of technology, especially the use of social networks, enhances learners' academic engagement and increases their motivation, energy, and mastering abilities. They provide the ability to easy access for all learners and provide personalized/individual course materials.
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Affiliation(s)
- Ting Yin
- School of Foreign Languages, Guangdong Polytechnic Normal University, Guangzhou, Guangdong, 510665, China
| | - Jing Yin
- School of Foreign Languages, Hengyang Normal University, Hengyang, Hunan, 421002, China
| | - Zhujun Xu
- Human Resources Division, Guangdong Polytechnic Normal University, Guangzhou, Guangdong, 510665, China
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Wu R. The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence. Front Psychol 2023; 14:1266009. [PMID: 37849477 PMCID: PMC10577387 DOI: 10.3389/fpsyg.2023.1266009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 09/15/2023] [Indexed: 10/19/2023] Open
Abstract
Introduction This study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools. Methods Data collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis. Results The findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions. Discussion This research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.
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Affiliation(s)
- Ronglan Wu
- School of Humanity and Foreign Languages, Zhejiang Shuren University, Hangzhou, China
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