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Julia Petrovic, Laurianne Bastien, Jessica Mettler & Nancy L. Heath. (2024) Mindfulness Receptivity, Dispositional Mindfulness, and Coping Self-Efficacy in University Students with and Without a History of Self-Injury. Journal of College Student Mental Health 38:1, pages 57-76.
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Xiaohao Mai, Fang Li, Biyun Wu & Junfang Wu. (2023) Mindfulness and meaning in life: The mediating effect of self-concept clarity and coping self-efficacy during the COVID-19 pandemic. Journal of Psychology in Africa 33:3, pages 263-269.
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Xiaojuan Gao. (2023) Mindfulness and foreign language learners’ self-perceived proficiency: the mediating roles of anxiety and burnout. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Ewa Piechurska-Kuciel. (2021) Mediation effect of self-efficacy in the relationship between neuroticism and L2 attainment. Journal of Multilingual and Multicultural Development 42:3, pages 262-274.
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Axel Grund, Nina Schäfer, Sylvia Sohlau, Janne Uhlich & Sebastian Schmid. (2019) Mindfulness and situational interest. Educational Psychology 39:3, pages 353-369.
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Articles from other publishers (42)
Fan Jia, Jie Meng, Ying Ma & Yanhui Mao. (2024) Flow experience and self-efficacy in undergraduates’ English learning: A weekly diary investigation with cross-lagged panel modeling approach. System 123, pages 103312.
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Mei Yi Aw, Stacey Henderson, Yiong Huak Chan, Kinjal Doshi, Htay Htay, Nurliyana Agus, Wu Sin Yan, Marjorie Foo & Fazila Aloweni. (2024) Effectiveness of mindfulness‐based interventions delivered via technology versus therapist among patients on peritoneal dialysis at an outpatient clinic in Singapore. International Journal of Nursing Practice 30:2.
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Anwar Hammad Al-Rashidi & Amhara Aberash. (2024) Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being. Asian-Pacific Journal of Second and Foreign Language Education 9:1.
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Ali Saleh Alshebami, Syed Ali Fazal, Abdullah Hamoud Ali Seraj, Salem Handhal Al Marri & Wala Sultan Alsultan. (2024) Fostering potential entrepreneurs: an empirical study of the drivers of green self-efficacy in Saudi Arabia. Discover Sustainability 5:1.
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Katalin PinielKatalin Piniel. 2024. Investigating Foreign Language Anxiety. Investigating Foreign Language Anxiety
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Nasser Fallah, Foad Abdolahzadeh & Mohammad Yaaghobi. (2023) Mindfulness and Anxiety Among Foreign Language Teachers: The Role of Cognitive Reappraisal and Self-Efficacy. Mindfulness 14:12, pages 3020-3032.
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Sharon Fayerberger. (2023) Enhancing Foreign Language Enjoyment and Well-Being Through a Mindfulness Based Intervention Program in the Efl High School Classroom - Teacher’s Insights . Educatia 21:25, pages 364-375.
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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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Yahya Gordani & Marzieh Sadeghzadeh. (2023) Mindfulness and the Mediating Role of Psychological Capital in Predicting the Foreign Language Anxiety. Journal of Psycholinguistic Research 52:5, pages 1785-1797.
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Jianyu He, Shisir Iskhar, Yan Yang & Moldobaeva Aisuluu. (2023) Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers’ well-being. Frontiers in Psychology 14.
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Jalil Fathi, Mirosław Pawlak, Mariusz Kruk & Milad Naderi. (2023) Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment. Language Teaching Research.
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Nieves Moyano, Maria C. Perez-Yus, Paola Herrera-Mercadal, Mayte Navarro-Gil, Sandra Valle & Jesus Montero-Marin. (2021) Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Current Psychology 42:14, pages 11719-11732.
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Kwangmin Lee & Yafei Ye. (2023) Investigating the reliability of foreign language classroom anxiety scale (FLCAS): An application of generalizability theory. Research Methods in Applied Linguistics 2:1, pages 100036.
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Abdo Hasan AL-Qadri, Mohammad H. Al-khresheh, Azzeddine Boudouaia & Amira Bouflih. (2023) Language anxiety in an Algerian multilingual tertiary context. Humanities and Social Sciences Communications 10:1.
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Gökhan Öztürk. (2023) The relationship between reading and listening anxieties in EFL classrooms: Exploring the mediating effect of foreign language classroom anxiety. Annual Review of Applied Linguistics 43, pages 112-126.
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Yuji Kuroda, Osamu Yamakawa & Masayuki Ito. (2022) Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior. BMC Psychology 10:1.
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Luisa Zeilhofer & Yosuke Sasao. (2022) Mindful language learning: The effects of college students’ mindfulness on short-term vocabulary retention. System 110, pages 102909.
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Aslı BEKİRLER & Raziye GÜNAY BİLALOĞLU. (2022) Relationships Between Preschool Teachers' Cognitive Flexibility, Mindfulness, and Self-EfficacyOkul Öncesi Öğretmenlerinin Bilişsel Esneklikleri, Bilinçli Farkındalıkları ve Öz Yeterlikleri Arasındaki İlişkiler. Ege Eğitim Dergisi 23:3, pages 301-318.
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Jackie Xiu Yan & Junying Liang. (2022) Foreign language anxiety and dependency distance in English–Chinese interpretation classrooms. Frontiers in Psychology 13.
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Yanfei Shen. (2022) Mitigating Students’ Anxiety: The Role of Resilience and Mindfulness Among Chinese EFL Learners. Frontiers in Psychology 13.
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Srishti Chandna, Pratiksha Sharma & Harishankar Moosath. (2022) The Mindful Self: Exploring Mindfulness in Relation with Self-esteem and Self-efficacy in Indian Population. Psychological Studies 67:2, pages 261-272.
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Xia Kang & Yajun Wu. (2022) Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis. PLOS ONE 17:4, pages e0267405.
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Yu-Hung Chien, Kuen-Yi Lin, Hsien-Sheng Hsiao, Yu-Shan Chang & Shaio-Chung Chan. (2021) Measuring industrial design self-efficacy and anxiety. International Journal of Technology and Design Education 32:2, pages 1317-1336.
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Koçali Zeynep & Aşik Asuman. (2022) A systematic review of mindfulness studies in ESL and EFL contexts. i-manager’s Journal on Educational Psychology 15:3, pages 47.
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Michiko Toyama & Yoshitaka Yamazaki. (2022) Foreign Language Anxiety and Individualism-Collectivism Culture: A Top-Down Approach for a Country/Regional-Level Analysis. SAGE Open 12:1, pages 215824402110691.
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Muhammad Farrukh, Ali Raza, Muhammad Sajid, Muhammad Rafiq, Rizwana Hameed & Tanzila Ali. (2021) Entrepreneurial intentions: the relevance of nature and nurture. Education + Training 63:7/8, pages 1195-1212.
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William Justin Morgan & Jonah Katz. (2021) Mindfulness meditation and foreign language classroom anxiety: Findings from a randomized control trial. Foreign Language Annals 54:2, pages 389-409.
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Syed Qaiser Hussain, Naeem Akhtar, Nida Shabbir, Nazia Aslam & Samra Arshad. (2021) CAUSES AND STRATEGIES TO COPE ENGLISH LANGUAGE SPEAKING ANXIETY IN PAKISTANI UNIVERSITY STUDENTS. Humanities & Social Sciences Reviews 9:3, pages 579-597.
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Mohammad Nabi Karimi & Nasser Fallah. (2019) Academic burnout, shame, intrinsic motivation and teacher affective support among Iranian EFL learners: A structural equation modeling approach. Current Psychology 40:4, pages 2026-2037.
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Nur Hafiz Abdurahman & Muhammad Ainur Rizqi. (2020) Indonesian students’ strategies to cope with foreign language anxiety. TESOL Journal 12:1.
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Kaiqi Shao, Reinhard Pekrun, Herbert W. Marsh & Kristina Loderer. (2020) Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learning and Instruction 69, pages 101356.
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Gizem YILDIRIM & Gaye ATİLLA. (2020) Öz Yeterliğin Bilinçli Farkındalık ve Benlik Saygısına Etkisi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 21:1, pages 59-84.
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Xue Zhang, Yuliya Ardasheva & Bruce W. Austin. (2020) Self-efficacy and english public speaking performance: A mixed method approach. English for Specific Purposes 59, pages 1-16.
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Chelom E. Leavitt, David B. Allsop, Dean M. Busby, Shayla M. Driggs, Heather M. Johnson & Matthew T. Saxey. (2020) Associations of mindfulness with adolescent outcomes and sexuality. Journal of Adolescence 81:1, pages 73-86.
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Xue Zhang, Shenghai Dai & Yuliya Ardasheva. (2020) Contributions of (de)motivation, engagement, and anxiety to English listening and speaking. Learning and Individual Differences 79, pages 101856.
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Lorenza Corti & Carmen Gelati. (2020) Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study. International Journal of Environmental Research and Public Health 17:6, pages 1935.
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Kaiqi Shao, Reinhard Pekrun & Laura J. Nicholson. (2019) Emotions in classroom language learning: What can we learn from achievement emotion research?. System 86, pages 102121.
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Wu Huashan. (2019) Chinese TESOL Students’ Perception of Their Speaking Anxiety in Workshops. Journal of Language and Cultural Education 7:2, pages 21-50.
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Andrea Firth-Clark, Stefan Sütterlin & Ricardo Gregorio Lugo. (2019) Using Cognitive Behavioural Techniques to Improve Academic Achievement in Student-Athletes. Education Sciences 9:2, pages 89.
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Xue Zhang & Yuliya Ardasheva. (2019) Sources of college EFL learners' self-efficacy in the English public speaking domain. English for Specific Purposes 53, pages 47-59.
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Yin Xing Jin & Jean-Marc Dewaele. (2018) The effect of positive orientation and perceived social support on foreign language classroom anxiety. System 74, pages 149-157.
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Ewa Piechurska-Kuciel. (2018) Openness to experience as a predictor of L2 WTC. System 72, pages 190-200.
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