Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

JALDA

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Peer Review Process

Journal Metrics

News

The Interplay of Gender, L2 Grit and Academic Buoyancy Among Iranian Junior High School Students: A Positive Psychology and Control Value Theory Perspective

Document Type : Research Article

Authors

1 Ph.D. Candidate in Applied Linguistics, University of Guilan, Rasht, Iran, http://orcid.org/0000-0001-6405-6749

2 Associate Professor in Applied Linguistics, Department of English Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

Abstract

Understanding the role of positive emotions and their contributions to the learners’ overall academic success and well-being is of utmost importance. To this end, by following positive psychology and control-value theory, the researchers explored the relationship between two under-researched factors dwelling within the realm of L2 emotions and goal achievement, i.e., L2 grit and academic buoyancy.  To this end, 263 junior high school students were surveyed via L2 grit and academic buoyancy scales. The results of the analyses of correlation, regression, and MANOVA revealed that L2 grit is significantly correlated with L2 buoyancy with the strong predictive power of its underlying components. Analyses also indicated that males and females significantly differ in their level of grit. The findings imply that acknowledging the presence of grit and academic buoyancy in language learners would possibly lead to positive outcomes.

Keywords

Main Subjects

Article Title [Persian]

بررسی رابطه بین سرسختی و ممارست آکادمیک در بین زبان‌آموزان دبیرستانی ایران از منظر روانشناسی مثبت‌گرا و نظریه کنترل ارزش

Authors [Persian]

  • محمد غفوری 1
  • دکتر عبدالرضا تحریری 2

1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه گیلان، رشت، ایران

2 دانشیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

Abstract [Persian]

درک نقش احساسات مثبت و تاثیرشان بر موفقیت تحصیلی و سلامت روان دانش­ آموزان از جمله مسائل حائز اهمیت تعلیم و تربیت است. بدین منظور، تحقیق پیش رو با تکیه بر اصول روانشناسی مثبت­ گرا و نظریه­ ی کنترل ارزش، سعی به تاباندن نور به سوی روابط میان سرسختی و ممارست آکادمیک زبان ­آموزان ایرانی داشت. از این جهت، 263 دانش ­آموز متوسطه اول در تحقیق حاضر شرکت کردند و به پرسشنامه ­های پژوهش پاسخ دادند. نتایج حاصل از همبستگی، رگرسیون و آنالیز واریانس چندگانه نشان داد که سرسختی و ممارست تحصیلی زبان ­آموزان با یکدیگر ارتباط قوی و معناداری دارند و همچنین، شواهد نشان داد که میزان سرسختی دانش ­آموزان مذکر و مونث با یکدیگر تفاوت­هایی دارد. نتایج این تحقیق می­تواند نوید­بخش این مسئله باشد که تمرکز روی سرسختی دانش ­آموزان می­تواند عنصری مهم در هدایت آن­ها به سمت کارآمدی بیشتر و بروز احساسات مثبت دیگری شده و آن­ها را به سمت سلامت روان سوق دهد.

Keywords [Persian]

  • سرسختی زبان دوم
  • ممارست تحصیلی
  • روانشناسی مثبت‌گرا
  • نظریه کنترل ارزش
  • احساسات زبان دوم
References
Agudo, J. D. D. M. (Ed.). (2018). Emotions in second language teaching: Theory, research and teacher education. Springer.‏
Akos, P., & Kretchmar, J. (2017). Investigating grit as a non-cognitive predictor of college success. The Review of Higher Education, 40(2), 163–186. https://doi.org/10.1353/rhe.2017.0000
Changlek, A., & Palanukulwong, T. (2015). Motivation and grit: Predictors of language learning achievement. Veridian E-Journal, 8(4), 23–36. https://he02.tci-thaijo.org/index.php/Veridian-EJournal/article/view/40089
Christensen, R., & Knezek, G. (2014). Comparative measures of grit, tenacity and perseverance. International Journal of Learning, Teaching and Educational Research, 8(1), 16–30. Retrieved from http://ijlter.org/index.php/ijlter/article/view/151
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: Insights from Ireland. Procedia-Social and Behavioral Sciences, 197, 98–103. https://doi.org/10.1016/j.sbspro.2015.07.061
Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and anxiety, 18(2), 76–82.‏ https://doi.org/10.1002/da.10113
Cormier, D. L., Dunn, J. G. H., & Causgrove Dunn, J. (2019). Examining the domain specificity of grit. Personality and Individual Differences, 139(1), 349–354. https://doi.org/10.1016/j.paid.2018.11.026
Credé, M. (2018). What shall we do about grit? A critical review of what we know and what we don’t know. Educational Researcher, 47(6), 606–611. https://doi.org/10.3102%2F0013189X18801322
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492–511. Retrieved from https://psycnet.apa.org/doi/10.1037/pspp0000102
Credé, M., & Tynan, M. C. (2021). Should language acquisition researchers study “grit”? A cautionary note and some suggestions. Journal for the Psychology of Language Learning, 3(2), 37–44. Retrieved from http://www.jpll.org/index.php/journal/article/view/72
Dewaele, J.-M. (2019). When elephants fly: The lift-off of emotion research in applied linguistics. The Modern Language Journal, 103(2), 533–536. http://www.jstor.org/stable/45172018
Dewaele, J.-M. (2021). The emotional rollercoaster ride of foreign language learners and teachers: Sources and interactions of classroom emotions. In M. Simons, & T. F. H. Smits (Eds.), Language education and emotions: Research into emotions and language learners, language teachers and educational processes (pp. 205–220), Routledge.
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. Routledge.
Duckworth, A. L. (2016). Grit: The power of passion and perseverance. Scribner.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (Grit-S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
Ericsson K. A., & Charness N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725–747. https://doi.org/10.1037/0003-066X.49.8.725
Feng, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences, 81, 101904. https://doi.org/10.1016/j.lindif.2020.101904
Fosnacht, K., McCormick, A.C. & Lerma, R. (2018) First-year students’ time use in college: A latent profile   analysis. Research in Higher Education, 59, 958–978. https://doi.org/10.1007/s11162-018-9497-z
Fredrickson, B. L. (2003). The value of positive emotions. American Scientist, 91, 330–335. https://doi.org/10.1511/2003.4.330
Freiermuth, M., Patanasorn, C., Ravindran, L., & Huang, H.-C. (2021). Getting to the nitty-gritty of grit: A descriptive characterization of gritty L2 learners from Thailand, Malaysia, Taiwan and Japan. Journal for the Psychology of Language Learning, 3(2), 133–155. Retrieved from http://www.jpll.org/index.php/journal/article/view/81
Herman, K. C., Reinke, W. M., & Eddy, C. L. (2020). Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory. Journal of School Psychology, 78, 69–74. https://doi.org/10.1016/j.jsp.2020.01.001
Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669–690. https://doi.org/10.1111/modl.12433
Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education, 59, 448–460.
https://doi.org/10.1007/s11162-017-9474-y
Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581–592. https://doi.org/10.1037/0003-066X.60.6.581
Jahedizadeh, S., Ghonsooly, B., & Ghanizadeh, A. (2019). Academic buoyancy in higher education: Developing sustainability in language learning through encouraging buoyant EFL students. Journal of Applied Research in Higher Education, 11(2), 162–177. https://doi.org/10.1108/JARHE-04-2018-0067
Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2020). A closer look at grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition., 43(2), 379–402. https://doi.org/10.1017/S0272263120000480
Lee, J. S. (2022). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452–468. https://doi.org/10.1080/01434632.2020.1746319
Li, C., & Dewaele, J.-M. (2021). How classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students. Journal for the Psychology of Language Learning, 3(2), 86–98. https://doi.org/10.52598/jpll/3/2/6
Li, J., & Li, Y. (2021). The role of grit on students' academic success in experiential learning context. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.774149
Li, J., Zhao, Y., Kong, F., Du, S., Yang, S., & Wang, S. (2018). Psychometric assessment of the short grit scale among Chinese adolescents. Journal of Psychoeducational Assessment, 36(3), 291–296. https://doi.org/10.1177/0734282916674858
Liu, J. (2021). The role of grit in students’ L2 engagement in the English as a foreign language classroom. Frontiers in Psychology, 12, 749844. https://doi.org/10.3389/fpsyg.2021.749844
MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2016). Positive psychology in SLA. Multilingual Matters. https://doi.org/10.21832/9781783095360
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.1111/modl.12544
Maddi, S. R. (2006). Hardiness: The courage to grow from stresses. Journal of Positive Psychology 1(3), 160–168. https://doi.org/10.1080/17439760600619609
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach, Psychology in the Schools, 43(3), 267–281. https://doi.org/10.1002/pits.20149
Martin, A. J., & Marsh, H. W. (2020). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development, 44(4), 301–312. https://doi.org/10.1177/0165025419885027
Martin, A., Colmer, S., Davey, L., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the ‘5 Cs’ hold up over time? British Journal of Educational Psychology, 80, 473–496. https://doi.org/10.1348/000709910X486376
Merriam-Webster. (n.d.). Perseverance. In Merriam-Webster.com. Retrieved July 10, 2022, from https://www.merriamwebster.com/dictionary/perseverance.
Pawlak, M., Zawodniak, J., & Kruk, M. (2021). The importance of determination in learning English as a foreign language at an advanced level. Neofilolog, 56(1), 9–22. https://doi.org/10.14746/n.2021.56.1.2
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13–36). Elsevier Academic Press. https://doi.org/10.1016/B978-012372545-5/50003-4
Piña-Watson, B., López, B., Ojeda, L., & Rodriguez, K. M. (2015). Cultural and cognitive predictors of academic motivation among Mexican American adolescents: Caution against discounting the impact of cultural processes. Journal of Multicultural Counseling and Development, 43(2), 109–121. https://doi.org/10.1002/j.2161-1912.2015.00068.x
Prinzing, M. M. (2021). Positive psychology is value-laden—It’s time to embrace it. The Journal of Positive Psychology, 16(3), 289–297.‏ https://doi.org/10.1080/17439760.2020.1716049
Prior, M. T. (2019). Elephants in the room: An affective turn, or just feeling our way?. The Modern Language Journal 103(2), 516–527. https://doi.org/10.1111/modl.12573
Putwain, D.W., Daly, A.L., Chamberlain, S., & Sadreddini, S. (2015). Academically buoyant students are less anxious about and perform better in high-stakes examinations. Educational Psychology, 85(3), 247–263. https://doi.org/10.1111/bjep.12068
Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531
Roberts, B. W., Jackson, J. J., Fayard, J. V., Edmonds, G., & Meints, J. (2009). Conscientiousness. In M. R. Leary, & R. H. Hoyle (Eds.), Handbook of individual differences in social behavior (pp. 369–381). The Guilford Press.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55, 5–14. https://doi.org/10.1007/978-94-017-9088-8_18
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207. https://doi.org/10.1017/S0261444811000486
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26(5), 893–918. https://doi.org/10.1177/1362168820921895
Teimouri, Y., Sudina, E., & Plonsky, L. (2021). On domain-specific conceptualization and measurement of grit in L2 learning. Journal for the Psychology of Language Learning, 3(2), 156–165. Retrieved from http://jpll.org/index.php/journal/article/view/85
Thorsen, C., Johansson, S., & Yang Hansen, K. (2021). Does learning English require grit? Examining the differential effects on grades in core subjects. Journal for the Psychology of Language Learning, 3(2), 61–85. Retrieved from http://www.jpll.org/index.php/journal/article/view/73
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success. Journal of Educational Psychology, 111(5), 877–902. https://doi.org/10.1037/edu0000324
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, https://doi.org/10.3389%2Ffpsyg.2021.731721
Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in Psychology, 10, 1–8. https://doi.org/10.3389/fpsyg.2019.01508
Yamashita, T. (2018). Grit and second language acquisition: Can passion and perseverance predict performance in Japanese language learning? [Master’s thesis, University of Massachusetts]. Amherst, MA, USA. https://doi.org/10.7275/12097560
Yang, S., Azari Noughabi, M., & Jahedizadeh, S. (2022). Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: Evidence from Iran and China. Journal of Multilingual and Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2022.2062368
Yun, S., Hiver, P., & Al-Hoorie, A. (2018). Academic buoyancy: Exploring learners’ everyday resilience in the language classroom. Studies in Second Language Acquisition, 40(4), 805–830. https://doi.org/10.1017/S0272263118000037
Zhang, M. (2021). EFL/ESL teacher’s resilience, Academic buoyancy, care, and their impact on students’ engagement: A theoretical review. Frontiers in Psychology, 12, 731859 https://doi.org/10.3389%2Ffpsyg.2021.731859
Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
Volume 11, Issue 1 - Serial Number 21
April 2023
Pages 121-139
Files
History
  • Receive Date: 13 January 2023
  • Revise Date: 14 April 2023
  • Accept Date: 16 May 2023
Share
How to cite
Statistics