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Research Article

Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language

Ali Derakhshana Faculty of Humanities and Social Sciences, Department of English Language and Literature, Golestan University, Gorgan, IranORCID Iconhttps://orcid.org/0000-0002-6639-9339
ORCID Icon,
Jalil Fathib Faculty of Language and Literature, Department of English and Linguistics, University of Kurdistan, Sanandaj, IranCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1146-1024
ORCID Icon,
Mirosław Pawlakc Faculty of Pedagogy and Fine Arts in Kalisz, Adam Mickiewicz University, Kalisz, Poland;d Faculty of Humanities and Social Sciences, State University of Applied Sciences, Konin, PolandORCID Iconhttps://orcid.org/0000-0001-7448-355X
ORCID Icon &
Mariusz Kruke Institute of Modern Languages, University of Zielona Gora, Zielona Góra, PolandORCID Iconhttps://orcid.org/0000-0001-5297-1966
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Received 24 Feb 2022, Accepted 30 Jun 2022, Published online: 13 Jul 2022

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Yonggang Gao, Lu Gan & Dike Zhang. (2023) The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being: a structural equation modelling (SEM) study. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Yingli Yang & Chenxi Du. (2023) The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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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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Yuchao Sun, Wenshu Shi & Liyan Fu. (2023) Improving Chinese EFL learners’ engagement in online classes: the role of teacher scaffolding and teacher respect. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Mehdi Solhi, Ali Derakhshan & Büşra Ünsal. (2023) Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach. Journal of Multilingual and Multicultural Development 0:0, pages 1-20.
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Lawrence Jun Zhang, Abdulbaset Saeedian & Jalil Fathi. (2022) Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Ali Derakhshan & Hongbiao Yin. Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement. Journal of Multilingual and Multicultural Development 0:0, pages 1-19.
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Javad Zare & Ali Derakhshan. Task engagement in second language acquisition: a questionnaire development and validation study. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Qing Liu & Run Geng. The preventive role of teachers’ immediacy behaviours and classroom climate in EFL students’ self-silencing: a self-determination theory perspective. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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Mehdi Solhi, Ali Derakhshan, Mirosław Pawlak & Büşra Ünsal-Görkemoğlu. (2024) Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies. Language Teaching Research.
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