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Despite the rekindled interest in emotions and individual differences in second language acquisition (SLA) under the influence of positive psychology, the interrelationships among regulatory focus, L2 grit and achievement emotions remain under-researched. Drawing on structural equation modeling (SEM) approach, this study aimed to examine the predic...
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... this study set out to test a hypothesized model of the above constructs. According to the model, regulatory focus is expected to exercise influence on L2 grit through the mediating role of achievement emotions (see Figure 1). Specifically, enjoyment and boredom are hypothesized to modulate the impact of promotion focus on L2 grit whereas prevention focus exerts impact on L2 grit through the mediation of hope and boredom. ...Context 2
... et al., 2019). To put it another way, individuals who experience more positive and fewer negative achievement emotions in the language learning process are more likely to persevere in achieving their goals of learning, which confirms the influence and significance of positive emotions for L2 learning (MacIntyre et al., 2019). Furthermore, the promotion and prevention regulatory foci were also found to be significantly related to a portion of achievement emotions. ...Similar publications
Since boredom significantly contributes to diminished motivation among learners of English as a Foreign Language (EFL), there is a need to identify factors that influence boredom. Amidst various elements that can precipitate students’ boredom, educational-related concepts have garnered particular attention, with the learning environment emerging as...
Citations
... Notably, although Mei et al. (2024) found that L2 grit was positively correlated with hope, they regarded hope as a positive emotion rather than a positive psychological trait. Divergent operational definitions may lead to inconsistent findings. ...
... Divergent operational definitions may lead to inconsistent findings. To illustrate, Mei et al. (2024) operationally defined hope as a positive emotion directly related to academic learning, classroom instruction, and individual learning journey. However, the current study conceptualized hope as a psychological trait pertaining to the motivational state composed of agency and pathway. ...
... However, the current study conceptualized hope as a psychological trait pertaining to the motivational state composed of agency and pathway. Additionally, Mei et al. (2024) integrated enjoyment and hope as a latent variable named positive emotions, overlooking the heterogeneity between enjoyment and hope. It is thus warranted to isolate hope from other variables in research exploring its link with L2 grit. ...
Given the affective turn in the second-language (L2) research and the vital roles of L2 grit and L2 hope in learners’ academic achievement, this quantitative study aimed to explore Chinese senior high students’ L2 grit and L2 hope and examine whether there were possible correlations among the two variables and their components. 335 Chinese senior high students completed the questionnaire. Participants reported moderate levels of global L2 grit and L2 hope, but high levels of consistency of interest (COI). Additionally, no statistically significant gender difference could be observed among variables under investigation, while a statistically significant grade-level difference emerged in global L2 grit and global L2 hope, particularly in perseverance of effort (POE) and pathway. Furthermore, global L2 grit positively correlated with global L2 hope with a small-to-medium effect size. Among components of global L2 grit, POE exhibited the strongest association with L2 hope and its components. These findings extend the positive psychology framework in L2 research by highlighting the close link between L2 grit and L2 hope. Practically, the results suggest that English-as-a-foreign-language (EFL) instructors, particularly within the high-intensity examination-oriented educational settings, should spotlight EFL learners’ positive psychological traits in daily teaching practices to promote learners’ well-being during their learning journey.
... For instance, the weak correlation between the two facets of L2 grit (e.g. r = .19 in Mei, Yan, and Shen 2024) and the not-stronger predictive power of the overall L2 grit than its facets (e.g. L2 performance correlated with L2 CI at r = .27 ...
This study aims to test a mediation model to understand how the second language motivational self-system (L2MSS) affects second language (L2) proficiency and intercultural communication competence (ICC) through the mediating effects of foreign language enjoyment, anxiety, and boredom among English as a foreign language (EFL) learners in China. A total of 2,713 Chinese EFL learners, comprising 1,376 English majors and 1,337 non-English majors, voluntarily participated in the present study. Structural equation modeling (SEM) analysis was conducted to analyse the collected data. Additionally, a multigroup SEM approach was applied to compare potential differences between the two major types in the hypothesized relationships. The results revealed that the impacts of the ideal self and learning experience positively and directly predicted L2 proficiency and ICC, whereas the ought-to self had a direct and negative influence. Foreign language enjoyment, anxiety, and boredom mediated the relationships between L2MSS, L2 proficiency, and ICC. Also, L2 proficiency positively affected ICC. Moreover, the multigroup SEM analysis revealed that these two groups did not differ significantly in the hypothesized pathways, suggesting that these relationships were not moderated by students’ majors. These research findings may present significant implications for EFL learners and teachers.
