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Li B, Yang X, Ismail SM, Gheisari A. Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy. BMC Psychol 2024; 12:19. [PMID: 38185652 PMCID: PMC10773059 DOI: 10.1186/s40359-023-01511-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 12/26/2023] [Indexed: 01/09/2024] Open
Abstract
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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Affiliation(s)
- Bai Li
- School of Foreign Languages, China Pharmaceutical University, Nanjing City, Jiangsu Province, 211198, China
| | - Xin Yang
- Zhuhai Sports School, Zhuhai City, Guangdong, 519000, China.
| | - Sayed M Ismail
- Department of English Language, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Al-kharj, Saudi Arabia
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Fu L. Social support in class and learning burnout among Chinese EFL learners in higher education: Are academic buoyancy and class level important? Curr Psychol 2023:1-15. [PMID: 37359569 PMCID: PMC10215065 DOI: 10.1007/s12144-023-04778-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/16/2023] [Indexed: 06/28/2023]
Abstract
The prevalence and adverse effects of learning burnout are a major concern in higher education. Based upon JD-R and COR theories, this study modeled the associations among social support that teachers and peers provide in class, academic buoyancy, learning burnout, and class level with respect to the degree of English proficiency. A sample of 1955 Chinese EFL learners in higher education participated in the cross-sectional survey. Structural equation modelling via partial least squares technique was utilized for statistical analysis. The results corroborated the protecting role that social support in class played against EFL students' learning burnout. In particular, the findings revealed that academic buoyancy both mediated and moderated the nexus between social support on EFL learners' burnout. Moreover, this study found that class level with respect to English proficiency moderated the relation between academic buoyancy and learning burnout and that the negative impact of academic buoyancy on burnout increased in classes in which students had lower English proficiency. Based upon the findings, certain targeted suggestions for educational practice were provided.
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Affiliation(s)
- Liping Fu
- Foreign Language College, Jingchu University of Technology, Xiangshan Avenue 33, Jingmen City, 448000 Hubei Province People’s Republic of China
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Zheng X, Ismail SM, Heydarnejad T. Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement. Heliyon 2023; 9:e15830. [PMID: 37159709 PMCID: PMC10163658 DOI: 10.1016/j.heliyon.2023.e15830] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 04/19/2023] [Accepted: 04/24/2023] [Indexed: 05/11/2023] Open
Abstract
The great need and tendency to apply online classes ask for using new technologies in language teaching. Social Networking (SN) tools, in particular, Mobile-Assisted Language Learning (MALL), open new perspectives in language learning and teaching. The employment of SN in language learning may affect the learners' mental health and emotional safety. Despite the attributions of the Telegram application in learning and the contributions of academic buoyancy (AB), academic emotion regulation (AER), and management of foreign language anxiety (FLA) to English achievement (EA), this field was left unexplored. To this end, the current study attempted to gauge the impact of the Telegram-based instruction on AB, AER, FLA, as well as EA. 79 EFL learners took part in the research and were randomly divided in to control group (CG) and experimental group (EG). The instruction for the CG was through regular online instruction (webinar platforms). The EG received Telegram-based instruction. The results of MANOVA displayed significant differences between the post-tests of CG and EG. The findings illustrated that the Telegram instruction improved the levels of AB, AER, and FLA management, which accelerated EA. The pedagogical implications of the study were discussed and may assist learners, teachers, teacher educators, policymakers, materials developers, as well as curriculum designers.
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Affiliation(s)
- Xiaoyi Zheng
- Tourism College of Zhejiang, Hangzhou, 311231, China
| | - Sayed M. Ismail
- College of Humanities and Sciences, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
| | - Tahereh Heydarnejad
- Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
- Corresponding author.
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Khalijian S, Pordelan N, Khamsehzadeh S, Askari A, Heydari H. Customization and use of digital storytelling in providing online career counseling services to students with physical-motor disabilities: A mixed study. Educ Inf Technol (Dordr) 2023; 28:1-28. [PMID: 36819981 PMCID: PMC9932415 DOI: 10.1007/s10639-023-11658-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 02/03/2023] [Indexed: 06/18/2023]
Abstract
Nowadays, students with disabilities suffer from various problems in entering the labor market and they need to receive career guidance services. This study was carried out in two parts of quantitative and qualitative with multiple purposes as a mixed design. In the qualitative part, challenges and problems of students in receiving career guidance and counseling were investigated and in the quantitative part, the effect of online career counseling on decreasing the challenges in receiving career counseling services by students with disabilities was studied. Moreover, in the quantitative part, the effect of online counseling on improving academic buoyancy, employability, and mental health of people with disabilities was investigated and its comparison with online career counseling based on digital storytelling was carried out. The qualitative part included 17 experts and students with disabilities and the quantitative part included 95 students with disabilities that were randomly assigned into experimental (i.e. digital storytelling and online career counseling) and control groups. The results of the qualitative part showed that students with disabilities suffer from various individual and social problems in receiving career counseling services. The results of the quantitative part showed that online career counseling with and without digital storytelling can solve the challenges against people with disabilities in receiving career guidance services to some extent. In the second part of quantitative results, it was indicated online career counseling with and without digital storytelling has a significant effect on academic buoyancy, employability, and mental health of students with disabilities and the use of digital storytelling in online counseling led to higher efficiency in employability and mental health.
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Affiliation(s)
- Sadaf Khalijian
- Faculty of Educational Sciences and Psychology, Department of Educational Administration and Human Resources Development, Ferdowsi University of Mashhad, Mashhad, Iran
| | - Nooshin Pordelan
- Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | - Shekoofeh Khamsehzadeh
- Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | - Azadeh Askari
- Department of Psychology, Shahid Beheshti University, Tehran, Iran
| | - Hamid Heydari
- Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
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Theiyab Alazemi AF, Heydarnejad T, Ismail SM, Gheisari A. A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context. Heliyon 2023; 9:e13149. [PMID: 36785813 PMCID: PMC9918774 DOI: 10.1016/j.heliyon.2023.e13149] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 01/18/2023] [Accepted: 01/19/2023] [Indexed: 01/22/2023] Open
Abstract
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.
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Affiliation(s)
| | - Tahereh Heydarnejad
- Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
| | - Sayed M. Ismail
- Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
| | - Asma Gheisari
- Payame Nour University of Ahvaz, Ahvaz, Iran,Corresponding author.
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Weißenfels M, Hoffmann D, Dörrenbächer-Ulrich L, Perels F. Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role? Curr Psychol 2022; 42:1-15. [PMID: 35874963 PMCID: PMC9295088 DOI: 10.1007/s12144-022-03488-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/12/2022] [Indexed: 11/03/2022]
Abstract
Academic buoyancy describes the ability to successfully overcome and recover from setbacks in an academic context (e.g., a poor grade, motivational dips, stress due to upcoming performance exams). This day-to-day form of academic resilience has recently been defined in the context of positive psychology. The present study aimed to gain insights into the mechanisms of academic buoyancy by predicting math achievement. Since there is already evidence that this relationship is rather indirect than direct, we were particularly interested in investigating a potential actor of an indirect effect, namely academic self-efficacy. For this purpose, n = 974 students at eleven secondary schools in southwestern Germany were surveyed through a questionnaire. The data were analyzed using a latent variable approach. The results of the study show that academic buoyancy is a significant predictor of math achievement and that this relation is explained through academic self-efficacy, even when controlling for gender. Implications for practice and further research are also discussed.
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Affiliation(s)
- Marie Weißenfels
- Department of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbruecken, Germany
| | - Dana Hoffmann
- Department of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbruecken, Germany
| | | | - Franziska Perels
- Department of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbruecken, Germany
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Puolakanaho A, Lappalainen R, Lappalainen P, Muotka JS, Hirvonen R, Eklund KM, Ahonen TPS, Kiuru N. Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy: A Randomized Controlled Trial. J Youth Adolesc 2019; 48:287-305. [PMID: 30560515 PMCID: PMC6394525 DOI: 10.1007/s10964-018-0973-8] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2018] [Accepted: 11/29/2018] [Indexed: 10/31/2022]
Abstract
Acceptance and commitment therapy programs have rarely been used as preventive tools for alleviating stress and enhancing coping skills among adolescents. This randomized controlled trial examined the efficacy of a novel Finnish web- and mobile-delivered five-week intervention program called Youth COMPASS among a general sample of ninth-grade adolescents (n= 249, 49% females). The intervention group showed a small but significant decrease in overall stress (between-group Cohen's d = 0.22) and an increase in academic buoyancy (d= 0.27). Academic skills did not influence the intervention gains, but the intervention gains were largest among high-stressed participants. The results suggest that the acceptance and commitment based Youth COMPASS program may be well suited for promoting adolescents' well-being in the school context.
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Affiliation(s)
- Anne Puolakanaho
- Department of Psychology, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland.
| | - Raimo Lappalainen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland
| | - Päivi Lappalainen
- Department of Psychology and Gerocenter, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland
| | - Joona S Muotka
- Department of Psychology, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland
| | - Riikka Hirvonen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland
| | - Kenneth M Eklund
- Faculty of Education and Psychology, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland
| | - Timo P S Ahonen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland
| | - Noona Kiuru
- Department of Psychology, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland
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Chong WH, Liem GAD, Huan VS, Kit PL, Ang RP. Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. J Adolesc 2018; 68:1-11. [PMID: 29986166 DOI: 10.1016/j.adolescence.2018.07.002] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2017] [Revised: 06/27/2018] [Accepted: 07/03/2018] [Indexed: 11/26/2022]
Abstract
INTRODUCTION This exploratory study extends research on student engagement by examining the relationships between its different facets, students' perception of teacher support for learning and self-efficacy, and adaptive youth competencies. Guided by Reschly and Christenson's (2012) student engagement framework, affective and cognitive engagement were posited to mediate the relationships between students' perceived beliefs, adaptive competencies and behavior engagement. METHOD 3776 Singapore Grade 7 and 8 students completed a self report survey questionnaire. RESULTS Self-efficacy and teacher support demonstrated different indirect relationships with student competencies and via different engagement pathways. Cognitive engagement mediated the effects of teacher support and self-efficacy on the four student competencies, while affective engagement's mediated effects was only evident on academic buoyancy. CONCLUSION This study holds important implications for educational and psychological research on student engagement, demonstrating that the construct, though theorized in a western context, has empirical utility and relevance in an East Asian context.
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