1,534
Views
47
CrossRef citations to date
0
Altmetric
Articles

The contribution of grit, emotions and personal bests to foreign language learning

ORCID Icon &
Pages 2300-2314 | Received 26 Nov 2020, Accepted 21 Feb 2022, Published online: 09 Mar 2022

References

  • Akos, P., and J. Kretchmar. 2017. “Investigating Grit at a non-Cognitive Predictor of College Success.” The Review of Higher Education 40: 163–186.
  • Alamer, A. 2021. “Grit and Language Learning: Construct Validation of L2-Grit Scale and its Relation to Later Vocabulary Knowledge.” Educational Psychology 41(5): 544–562. doi:10.1080/01443410.2020.1867076.
  • Arnold, J. 2011. “Attention to Affect in Language Learning.” Online Submission 22 (1): 11–22.
  • Bazelais, P., D. J. Lemay, and T. Doleck. 2016. “How Does Grit Impact College Students’ Academic Achievement in Science?” European Journal of Science and Mathematics Education 4: 33–43.
  • Botes, E., J. M. Dewaele, and S. Greiff. 2020. “The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-Analysis.” Journal for the Psychology of Language Learning 2 (1): 26–56.
  • Botes, E., J. M. Dewaele, and S. Greiff. 2021. “Taking Stock: An Overview of the Literature and a Preliminary Meta-analysis of Foreign Language Enjoyment and Other Individual Difference Variables.” Unpublished Paper.
  • Burns, E. C., A. J. Martin, and R. J. Collie. 2018. “Adaptability, Personal Best (PB) Goals Setting, and Gains in Students’ Academic Outcomes: A Longitudinal Examination from a Social Cognitive Perspective.” Contemporary Educational Psychology 53: 57–72.
  • Cohen, J. 1992. “A Power Primer.” Psychological Bulletin 112: 155–159. doi:10.1037/0033-2909.112.1.155.
  • Collie, R. J., A. J. Martin, B. Papworth, and P. Ginns. 2016. “Students' Interpersonal Relationships, Personal Best (PB) Goals, and Academic Engagement.” Learning and Individual Differences 45: 65–76. doi:10.1016/j.lindif.2015.12.002.
  • Cormier, D. L., J. G. Dunn, and J. C. Dunn. 2019. “Examining the Domain Specificity of Grit.” Personality and Individual Differences 139: 349–354. doi:10.1016/j.paid.2018.11.026.
  • Credé, M., M. C. Tynan, and P. D. Harms. 2017. “Much ado About Grit:Ameta-Analytic Synthesis of the Grit Literature.” Journal of Personality and Social Psychology 113: 492–511.
  • Datu, J. A. D., and R. W. Fong. 2018. “Examining the Association of Grit with Test Emotions among Hong Kong Chinese Primary School Students.” School Psychology International 39 (5): 510–525.
  • Datu, J. A. D., M. Yuen, and G. Chen. 2018. “The Triarchic Model of Grit is Linked to Academic Success and Well-Being Among Filipino High School Students.” School Psychology Quarterly 33 (3): 428–438. doi:10.1037/spq0000234.
  • Dewaele, J. M., and M. Alfawzan. 2018. “Does the Effect of Enjoyment Outweigh That of Anxiety in Foreign Language Performance?” Studies in Second Language Learning and Teaching 8: 21–45.
  • Dewaele, J.-M., and C. Li. 2020. “Emotions in Second Language Acquisition: A Critical Review and Research Agenda.” In A Positive Psychology Perspective on Emotions in SLA. [Special Issue] Foreign Language World, Vol. 196, edited by C. Li. Shanghai: Chinese 外语界. 34–49
  • Dewaele, J.-M., and P. D. MacIntyre. 2014. “The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom.” Studies in Second Language Learning and Teaching 4 (2): 237–274.
  • Dewaele, J.-M., P. MacIntyre, C. Boudreau, and L. Dewaele. 2016. “Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom.” Theory and Practice of Second Language Acquisition 2 (1): 41–63.
  • Dewaele, J. M., A. F. Magdalena, and K. Saito. 2019. “The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment.” The Modern Language Journal 103: 412–427.
  • Dewaele, J.-M., J. Witney, K. Saito, and L. Dewaele. 2017. “Foreign Language Enjoyment and Anxiety: The Effect of Teacher and Learner Variables.” Language Teaching Research 22 (6): 676–697.
  • Dörnyei, Z. 2009. “The L2 Motivational Self System.” In Motivation, Language Identity and the L2 Self, edited by Z. Dörnyei and E. Ushioda, 9–42. Bristol: Multilingual Matters.
  • Duckworth, A., and J. J. Gross. 2014. “Self-control and Grit: Related but Separable Determinants of Success.” Current Directions in Psychological Science 23 (5): 319–325.
  • Duckworth, A. L., T. A. Kirby, E. Tsukayama, H. Berstein, and K. A. Ericsson. 2011. “Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee.” Social Psychological and Personality Science 2 (2): 174–181.
  • Duckworth, A. L., C. Peterson, M. D. Matthews, and D. R. Kelly. 2007. “Grit: Perseverance and Passion for Long-Term Goals.” Journal of Personality and Social Psychology 92 (6): 1087–1101. doi:10.1037/0022-3514.92.6.1087.
  • Duckworth, A. L., and P. D. Quinn. 2009. “Development and Validation of the Short Grit Scale (GRIT–S).” Journal of Personality Assessment 91 (2): 166–174.
  • Elliot, A. J. 2005. “A Conceptual History of the Achievement Goal Construct.” Handbook of Competence and Motivation 16 (2005): 52–72.
  • Flett, G. L., P. L. Hewitt, C. Su, and K. D. Flett. 2016. “Perfectionism in Language Learners: Review, Conceptualization, and Recommendations for Teachers and School Psychologists.” Canadian Journal of School Psychology 31 (2): 75–101.
  • Fong, C. J., and Y. W. Kim. 2021. “A Cash of Constructs? Re-examining Grit in Light of Academic Buoyancy and Future Time Perspective.” Current Psychology 40 (4): 1824–1837. doi:10.1007/s12144-018-0120-4.
  • Fredrickson, B. L. 2003. “The Value of Positive Emotions: The Emerging Science of Positive Psychology is Coming to Understand Why It’s Good to Feel Good.” American Scientist 91 (4): 330–335.
  • Gardner, R. C. 2020. “The Socio-Educational Model of Second Language Acquisition.” In Palgrave Macmillan Handbook of Motivation for Language Learning, 21–38, edited by M. Lamb, K. Csizér, A. Henry, and S. Ryan. Basingstoke, UK: Palgrave. doi:10.1007/978-3-030-28380-3_2.
  • Gkonou, C., M. Daubney, and J.-M. Dewaele, eds. 2017. New Insights Into Language Anxiety: Theory, Research and Rducational Implications. Bristol: Multilingual Matters.
  • Hill, P. L., A. L. Burrow, and K. C. Bronk. 2016. “Persevering with Positivity and Purpose: An Examination of Purpose Commitment and Positive Affect as Predictors of Grit.” Journal of Happiness Studies 17 (1): 257–269.
  • Hiver, P., and A. H. Al-Hoorie. 2020. “Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016).” Language Learning 70: 48–72.
  • Hodge, B., B. Wright, and P. Bennett. 2018. “The Role of Grit in Determining Engagement and Academic Outcomes for University Students.” Research in Higher Education 59 (4): 448–460. doi:10.1007/s11162-017-9474-y.
  • Hogan, M., and K. Wong. 2013. “Grit and Mindset: Do you Have the Grit to Go the Distance.” Women Lawyers Journal 98 (3): 1–11.
  • Horwitz, E. K., M. B. Horwitz, and J. Cope. 1986. “Foreign Language Classroom Anxiety.” The Modern Language Journal 70 (2): 125–132.
  • Hu, L. T., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55.
  • Ivcevic, Z., and M. Brackett. 2014. “Predicting School Success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability.” Journal of Research in Personality 52: 29–36. doi:10.1016/j.jrp.2014.06.005.
  • Jiang, W., Z. Xiao, Y. Liu, K. Guo, J. Jiang, and X. Du. 2019. “Reciprocal Relations Between Grit and Academic Achievement: A Longitudinal Study.” Learning and Individual Differences 71: 13–22. doi:10.1016/j.lindif.2019.02.004.
  • Jin, Y., and L. J. Zhang. 2018. “The Dimensions of Foreign Language Classroom Enjoyment and Their Effect on Foreign Language Achievement.” International Journal of Bilingual Education and Bilingualism 24 (7): 948–962. doi:10.1080/13670050.2018.1526253.
  • Khajavy, G. H. 2021. “Modeling the Relations Between Foreign Language Engagement, Emotions, Grit and Reading Achievement.” In Student Engagement in the Language Classroom, 241–259, edited by P. Hiver, A. H. Al-Hoorie, and S. Mercer. Bristol: Multilingual Matters.
  • Khajavy, G. H., L. Bardach, S. M. Hamedi, and M. Lüftenegger. 2018. “Broadening the Nomological Network of Classroom Goal Structures Using Doubly Latent Multilevel Modeling.” Contemporary Educational Psychology 52: 61–73.
  • Khajavy, G. H., P. D. MacIntyre, and E. Barabadi. 2018. “Role of the Emotions and Classroom Environment in Willingness to Communicate: Applying Doubly Latent Multilevel Analysis in Second Language Acquisition Research.” Studies in Second Language Acquisition 40 (3): 605–624.
  • Khajavy, G. H., P. D. MacIntyre, and J. Hariri. 2021. “A Closer Look at Grit and Language Mindset as Predictors of Foreign Language Achievement.” Studies in Second Language Acquisition 43 (2): 379–402.
  • Khodadady, E., and G. H. Khajavy. 2013. “Exploring the Role of Anxiety and Motivation in Foreign Language Achievement: A Structural Equation Modeling Approach.” Porta Linguarum 20: 269–286.
  • Lee, J. S. 2020. “The Role of Grit and Classroom Enjoyment in EFL Learners’ Willingness to Communicate.” Journal of Multilingual and Multicultural Development, 1–17.
  • Li, C., and J. M. Dewaele. 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.
  • Li, C., J.-M. Dewaele, and G. Jiang. 2020. “The Complex Relationship Between Classroom Emotions and EFL Achievement in China .” Applied Linguistics Review 11 (3): 485–510.
  • Li, C., J. Huang, and B. Li. 2021. “The Predictive Effects of Classroom Environment and Trait Emotional Intelligence on Foreign Language Enjoyment and Anxiety.” System 96: 102393.
  • Li, J., L. Lin, Y. Zhao, J. Chen, and S. Wang. 2018. “Grittier Chinese Adolescents are Happier: The Mediating Role of Mindfulness.” Personality and Individual Differences 131: 232–237. doi:10.1016/j.paid.2018.05.007.
  • Liem, G. A. D., P. Ginns, A. J. Martin, B. Stone, and M. Herrett. 2012. “Personal Best Goals and Academic and Social Functioning: A Longitudinal Perspective.” Learning and Instruction 22 (3): 222–230. doi:10.1016/j.learninstruc.2011.11.
  • Liu, E., and J. Wang. 2021. “Examining the Relationship Between Grit and Foreign Language Performance: Enjoyment and Anxiety as Mediators.” Frontiers in Psychology 12: 666892.
  • Locke, E. A., and G. P. Latham. 2002. “Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey.” American Psychologist 57 (9): 705.
  • MacIntyre, P. D. 1999. “Language Anxiety: A Review of the Research for Language Teachers.” In Affect in Foreign Language and Second Language Learning, 24–46, edited by D. Young. Boston, MA: McGraw-Hill College.
  • MacIntyre, P., and T. Gregersen. 2012. “Affect: The Role of Language Anxiety and Other Emotions in Language Learning.” In Psychology for Language Learning, edited by S. Mercer, S. Ryan, and M. Williams, 103–118. Basingstoke: Palgrave.
  • MacIntyre, P. D., T. Gregersen, and S. Mercer. 2019. “Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research.” The Modern Language Journal 103 (1): 262–274. doi:10.1111/modl.12544.
  • MacIntyre, P. D., and S. Mercer. 2014. “Introducing Positive Psychology to SLA.” Studies in Second Language Learning and Teaching 4 (2): 153–172.
  • Maehr, M. L., and A. Zusho. 2009. “Achievement Goal Theory: The Past, Present, and Future.” In Handbook of Motivation at School, edited by K. R. Wenzel and A. Wigfield, 77–104. New York: Routledge/Taylor & Francis Group.
  • Marsh, H. W., K.-T. Hau, and Z. Wen. 2004. “In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for fit Indexes and Dangers in Overgeneralizing Hu and Bentler’s (1999) Findings.” Structural Equation Modeling 11 (3): 320–341.
  • Martin, A. J. 2006. “Personal Bests (as): A Proposed Multidimensional Model and Empirical Analysis.” British Journal of Educational Psychology 76 (4): 803–825.
  • Martin, A..2012. “Part II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity.” In Handbook of Research on Student Engagement, edited by S. Christenson, A. Reschly, and C. Wylie, 303–311. New York, NY: Springer.
  • Martin, A. J., and A. J. Elliot. 2016. “The Role of Personal Best (PB) Goal Setting in Students’ Academic Achievement Gains.” Learning and Individual Differences 45: 222–227.
  • Martin, A. J., and G. A. D. Liem. 2010. “Academic Personal Bests (PBs), Engagement, and Achievement: A Cross-Lagged Panel Analysis.” Learning and Individual Differences 20 (3): 265–270.
  • Moen, F., and M. Olsen. 2020. “Grit: A Unique Protective Factor of Coaches Well-Being and Burnout?” New Ideas in Psychology 59: 100794.
  • Morell, M., J. S. Yang, J. R. Gladstone, L. Turci Faust, A. R. Ponnock, H. J. Lim, and A. Wigfield. 2021. “Grit: The Long and Short of It.” Journal of Educational Psychology 113 (5): 1038–1058.
  • Najafzadeh, M., A. Ghanizadeh, and S. Jahedizadeh. 2018. “A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement.” International and Multidisciplinary Journal of Social Sciences 7(3): 267–296. doi:10.17583/rimcis.2018.3011.
  • Oxford, R., and G. H. Khajavy. 2021. “Exploring Grit:Grit Linguistics” and Research on Domain-General Grit and L2 Grit.” Journal for the Psychology of Language Learning 3 (2): 7–36.
  • Papi, M., and G. H. Khajavy. 2021. “Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective.” Language Learning 71 (2): 537–572. doi:10.1111/lang.12443.
  • Peixoto, F., L. Mata, V. Monteiro, C. Sanches, and R. Pekrun. 2015. “The Achievement Emotions Questionnaire: Validation for pre-Adolescent Students.” European Journal of Developmental Psychology 12 (4): 472–481.
  • Ponnock, A., K. Muenks, M. Morell, J. S. Yang, J. R. Gladstone, and A. Wigfield. 2020. “Grit and Conscientiousness: Another Jangle Fallacy.” Journal of Research in Personality 89, 104021. doi:10.1016/j.jrp.2020.104021.
  • Resnik, P., and J. M. Dewaele. 2020. “Trait Emotional Intelligence, Positive and Negative Emotions in First and Foreign Language Classes: A Mixed-Methods Approach.” System 94: 102324.
  • Resnik, P., S. Moskowitz, and A. Panicacci. 2021. “Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions.” Journal for the Psychology of Language Learning 3 (2): 99–117.
  • Sheridan, Z., P. Boman, A. Mergler, and M. J. Furlong. 2015. “Examining Well-Being, Anxiety, and Self-Deception in University Students.” Cogent Psychology 2 (1), Article 993850. doi:10.1080/23311908.2014.993850.
  • Sturman, E. D., and K. Zappala-Piemme. 2017. “Development of the Grit Scale for Children and Adults and Its Relation to Student Efficacy, Test Anxiety, and Academic Performance.” Learning and Individual Differences 59: 1–10.
  • Sudina, E., and L. Plonsky. 2021. “Language Learning Grit, Achievement, and Anxiety among L2 and L3 Learners in Russia.” ITL – International Journal of Applied Linguistics 172 (2): 161–198.
  • Teimouri, Y., J. Goetze, and L. Plonsky. 2019. “Second Language Anxiety and Achievement: A Meta-Analysis.” Studies in Second Language Acquisition 41 (2): 363–387.
  • Teimouri, Y., L. Plonsky, and F. Tabandeh. 2020. “L2 Grit: Passion and Perseverance for Second-Language Learning.” Language Teaching Research. Advance online publication.
  • Usher, E. L., C. R. Li, A. R. Butz, and J. P. Rojas. 2019. “Perseverant Grit and Self-Efficacy: Are Both Essential for Children’s Academic Success?” Journal of Educational Psychology 111: 877–902.
  • Wolters, C. A., and M. Hussain. 2015. “Investigating Grit and its Relations with College Students’ Self-Regulated Learning and Academic Achievement.” Metacognition and Learning 10: 293–311. doi:10.1007/s11409-014-9128-9.
  • Yu, K., and A. J. Martin. 2014. “Personal Best (PB) and ‘Classic’ Achievement Goals in the Chinese Context: Their Role in Predicting Academic Motivation, Engagement and Buoyancy.” Educational Psychology 34 (5): 635–658.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.