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Research Article

Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach

Mehdi Solhia Department of English Language Teaching, School of Education, Istanbul Medipol university, Istanbul, TurkeyORCID Iconhttps://orcid.org/0000-0002-0355-9171
ORCID Icon,
Ali Derakhshanb Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, IranCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6639-9339
ORCID Icon &
Büşra Ünsalc Department of English Language Teaching, Faculty of Education, Istanbul Sabahattin Zaim University, Istanbul, TurkeyORCID Iconhttps://orcid.org/0000-0002-0393-1244
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Received 28 Nov 2022, Accepted 27 Jan 2023, Published online: 09 Feb 2023

Citations (21)

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Read on this site (2)

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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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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Articles from other publishers (19)

Miaomiao Wang & Yongliang Wang. (2024) A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate. Learning and Motivation 86, pages 101981.
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Yabing Wang, Na Wang & Bin Shen. (2024) A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies. Studies in Second Language Learning and Teaching.
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Ran Zhi, Yongxiang Wang & Ali Derakhshan. (2023) On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers. Perceptual and Motor Skills 131:2, pages 612-629.
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Mehdi Solhi. (2024) The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts. Journal of Psycholinguistic Research 53:2.
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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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Sian Chen & Linqiang Tang. (2024) EFL teachers’ engagement: The impact of well-being and emotion regulation. Heliyon 10:5, pages e27338.
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Yilun Yang, Tianqi Jiang & Liping Chen. (2024) On the Relationship Between Learners’ Emotions and Cognition in the Technology-Enhanced Learning Environment: The Mediating Role of Learners’ Learning Styles and Situational Motivation. The Asia-Pacific Education Researcher.
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Martin J. Koch, Kristin Kersten & Werner Greve. (2024) An emotional advantage of multilingualism. Bilingualism: Language and Cognition, pages 1-14.
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Hussein Meihami & Sajad Esmaili. (2024) TAFL and TEFL Teachers’ Emotional Vulnerability and Emotion Regulation Strategies in Online Classes. The Asia-Pacific Education Researcher.
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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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Yanbo Zhang. (2023) EFL learners’ boredom coping strategies: the role of teacher-student rapport and support. BMC Psychology 11:1.
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Wei Sun, Hong Shi & Yi Yan. (2023) Contributions of Ideal L2 Self, Grit, and Boredom to Engagement in an EFL Context: A Structural Equation Modeling Approach. The Asia-Pacific Education Researcher.
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Xian Zhao & Danping Wang. (2023) Domain-Specific L2 Grit, Anxiety, Boredom, and Enjoyment in Online Chinese Learning. The Asia-Pacific Education Researcher.
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Mirosław Pawlak, Mariusz Kruk, Kata Csizér & Joanna Zawodniak. (2023) Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles. Applied Linguistics Review 0:0.
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Mehdi Solhi. (2023) Do L2 Teacher Support and Peer Support Predict L2 Speaking Motivation in Online Classes?. The Asia-Pacific Education Researcher.
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Tahereh Taherian, Majid Elahi Shirvan, Elham Yazdanmehr, Mariusz Kruk & Mirosław Pawlak. (2023) A Longitudinal Analysis of Informal Digital Learning of English, Willingness to Communicate and Foreign Language Boredom: A Latent Change Score Mediation Model. The Asia-Pacific Education Researcher.
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Ali Derakhshan & Jalil Fathi. (2023) Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy. The Asia-Pacific Education Researcher.
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Mariusz Kruk, Mirosław Pawlak, Tahereh Taherian, Erkan Yüce, Majid Elahi Shirvan & Elyas Barabadi. (2023) When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model. Studies in Second Language Learning and Teaching 13:1, pages 39-69.
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Ali Derakhshan & Javad Zare. (2023) The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study. Brain Sciences 13:3, pages 458.
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