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Research Article

Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China

Shanshan Yanga Shanghai Center for Research in English Language Education, Shanghai International Studies University, Shanghai, People’s Republic of ChinaORCID Iconhttps://orcid.org/0000-0001-5335-9736
ORCID Icon,
Mostafa Azari Noughabib Department of English Language and Literature, University of Gonabad, Gonabad, IranCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7052-4753
ORCID Icon &
Safoura Jahedizadehc Department of English Language, Imam Reza International University, Mashhad, IranORCID Iconhttps://orcid.org/0000-0002-8711-2608
ORCID Icon
Received 27 Dec 2021, Accepted 30 Mar 2022, Published online: 13 Apr 2022

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Ali Derakhshan, Mehdi Solhi & Mostafa Azari Noughabi. (2023) An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Mostafa Azari Noughabi, Behzad Ghonsooly & Safoura Jahedizadeh. (2022) Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Mirosław Pawlak, Jalil Fathi & Mariusz Kruk. The domain-specific grammar grit questionnaire: a cross-cultural validation study. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Elouise Botes, Mostafa Azari Noughabi, Seyed Mohammad Reza Amirian & Samuel Greiff. New wine in new bottles? L2 Grit in comparison to domain-general Grit, Conscientiousness, and Cognitive Ability as a predictor of language learning. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Faezeh Sadat Shahvarani, Mostafa Azari Noughabi & Atefeh Razi. Investigating the contribution of engagement and resilience to EFL teachers’ L2 grit. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Articles from other publishers (28)

Yong Mei, Yabo Yan & Yunhua Shen. (2024) How Regulatory Focus Associates With Chinese EFL Learners’ L2 Grit: The Mediating Effects of Achievement Emotions. Sage Open 14:2.
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Jalil Fathi, Mirosław Pawlak, Sam Saeedian & Ata Ghaderi. (2024) Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit. Language Teaching Research.
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Fan Zhang, Hongxia Yang & Shengbin Li. (2024) A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example. Sustainability 16:4, pages 1389.
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Liping Fu. (2023) Social support in class and learning burnout among Chinese EFL learners in higher education: Are academic buoyancy and class level important?. Current Psychology 43:7, pages 5789-5803.
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Ghazal Badiei, Mostafa Azari Noughabi & Seyedeh Khadijeh Amirian. (2023) Foreign Language Peace of Mind, Foreign Language Enjoyment, and Perceived Language Proficiency: The Mediating Role of L2 Grit外語安適幸福感、外語愉悅感、語言感知能力：L2恆毅力的調節角色. English Teaching & Learning.
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Jiajing Li, Chuang Wang, Yao Zhao & Yijie Li. (2023) Boosting Learners' Confidence in Learning English: Can Self‐Efficacy‐Based Intervention Make a Difference?. TESOL Quarterly.
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Yi-bo Geng, Bin Ying, Xu Wang, Jie Lin, Ming-yue Zhang & Yan-ling Liu. (2023) The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model. European Journal of Psychology of Education 38:4, pages 1443-1460.
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Marzieh Souzandehfar & Khaled Ahmed Abdel-Al Ibrahim. (2023) Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Hamed Mohammad Hosseini, Ali Derakhshesh, Jalil Fathi & Sepideh Mehraein. (2023) Examining the relationships between mindfulness, grit, academic buoyancy and boredom among EFL learners. Social Psychology of Education.
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Zhijie Sun & Bingyu Mu. (2023) Motivating online language learning: exploring ideal L2 self, grit, and self-efficacy in relation to student satisfaction. Frontiers in Psychology 14.
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Özkan Kırmızı, Aydan Irgatoğlu & Erkan Hasan Atalmış. (2023) Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners. SAGE Open 13:4.
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Fatemeh Kazemkhah Hasankiadeh & Mostafa Azari Noughabi. (2022) Investigating the Interplay Among EFL Teachers’ L2 Grit, Self-efficacy, and Self-regulation: A Structural Equation Modeling Analysis. The Asia-Pacific Education Researcher 32:5, pages 707-717.
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Guanbing Zhou. (2023) Testing a mediation model of teacher caring, grit, and student wellbeing in English as a foreign language students. Frontiers in Psychology 14.
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Xian Zhao & Danping Wang. (2023) Grit in second language acquisition: a systematic review from 2017 to 2022. Frontiers in Psychology 14.
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Yabing Wang & Jian Xu. (2023) A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency. Applied Linguistics Review 0:0.
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Guohua Shao. (2023) A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers. Frontiers in Psychology 14.
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Nourollah Zarrinabadi, Alireza Mohammadzadeh Mohammadabadi & Zahra Abbasi. (2023) My language ability could have been better or worse: Examining how upward and downward counterfactual thinking predict self-efficacy and language performance. Learning and Motivation 82, pages 101893.
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Jian Xu & Yabing Wang. (2023) Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs. Assessing Writing 56, pages 100698.
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Shanshan Yang, Mostafa Azari Noughabi, Elouise Botes & Jean-Marc Dewaele. (2023) Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop. Studies in Second Language Learning and Teaching 13:1, pages 17-38.
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Siros Izadpanah. (2023) The Mediating Role of Academic Passion in Determining the Relationship Between Academic Self-Regulation and Goal Orientation With Academic Burnout Among English Foreign Language (EFL) Learners. Frontiers in Psychology 13.
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Kang Ma, Jiutong Luo, Michael Cavanagh, Jingjing Dong & Meng Sun. (2023) Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers. Frontiers in Psychology 13.
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Tahereh Heydarnejad, Khaled Ahmed Abdel-Al Ibrahim, Nasser Said Gomaa Abdelrasheed & Ehsan Rezvani. (2022) The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling. Language Testing in Asia 12:1.
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Tahereh Heydarnejad, Fariba Tagavipour, Indrajit Patra & Ayman Farid Khafaga. (2022) The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy. Language Testing in Asia 12:1.
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Ying Wang & Honggang Liu. (2022) The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners. Frontiers in Psychology 13.
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Shengtao Zheng, Tahereh Heydarnejad & Amhara Aberash. (2022) Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education. Frontiers in Psychology 13.
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Jie Ding & Li He. (2022) On the association between Chinese EFL teachers’ academic buoyancy, self-efficacy, and burnout. Frontiers in Psychology 13.
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Liping Ge. (2022) Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy. Frontiers in Psychology 13.
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Mostafa Azari Noughabi, Neda Fekri & Fatemeh Kazemkhah Hasankiadeh. (2022) The Contribution of Psychological Wellbeing and Emotion-Regulation to Foreign Language Teaching Enjoyment. Frontiers in Psychology 13.
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