Investigating the contribution of engagement and resilience to EFL teachers’ L2 grit

References

• Azari Noughabi, M., B. Ghonsooly, and S. Jahedizadeh. 2022. “Modeling the Associations Between EFL Teachers’ Immunity, L2 Grit, and Work Engagement.” Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2022.2088766.
   PubMed Web of Science ®Google Scholar
• Bakker, A. B., and P. M. Bal. 2010. “Weekly Work Engagement and Performance: A Study Among Starting Teachers.” Journal of Occupational and Organizational Psychology 83: 189–206. https://doi.org/10.1348/096317909X402596.
   Web of Science ®Google Scholar
• Brown, T. 2015. Confirmatory Factor Analysis for Applied Research. Guilford Publications.
   Google Scholar
• Budzinska, K., and O. Majchrzak. 2021. Positive Psychology in Second and Foreign Language Education. Springer.
   Google Scholar
• Callegari, C., L. Bertù, M. Lucano, M. Ielmini, E. Braggio, and S. Vender. 2016. “Reliability and Validity of the Italian Version of the 14-Item Resilience Scale.” Psychology Research and Behavior Management 9: 277–284. https://doi.org/10.2147/PRBM.S115657.
   PubMed Web of Science ®Google Scholar
• Chen, X., J. Lake, and A. M. Padilla. 2021. “Grit and Motivation for Learning English Among Japanese University Students.” System 96: 102411. https://doi.org/10.1016/j.system.2020.102411.
   Web of Science ®Google Scholar
• Cheng, H. F. 2021. “The Effect of Language-Specific Grit and Future Self-Guides on Willingness to Communicate in the Second Language.” English Teaching & Learning. Advance Online Publication. https://doi.org/10.1007/s42321-021-00081-7.
   Google Scholar
• Clara, M. 2017. “Teacher Resilience and Meaning Transformation: How Teachers Reappraise Situations of Adversity.” Teaching and Teacher Education 63: 82–91. https://doi.org/10.1016/j.tate.2016.12.010.
   Web of Science ®Google Scholar
• Dai, K., and Y. Wang. 2023. “Investigating the Interplay of Chinese EFL Teachers’ Proactive Personality, Flow, and Work Engagement.” Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2023.2174128.
   Web of Science ®Google Scholar
• Datu, J. A. D., M. Yuen, and G. Chen. 2018. “The Triarchic Model of Grit Is Linked to Academic Success and Wellbeing Among Filipino High School Students.” School Psychology Quarterly 33 (3): 428–438. https://doi.org/10.1037/spq0000234.
   PubMed Web of Science ®Google Scholar
• Day, C. 2014. “Resilient Principals in Challenging Schools: The Courage and Costs of Conviction.” Teachers and Teaching 20 (5): 638–654. https://doi.org/10.1080/13540602.2014.937959.
   Web of Science ®Google Scholar
• Derakhshan, A., J. M. Dewaele, and M. Azari Noughabi. 2022. “Modeling the Contribution of Resilience, Well-Being, and L2 Grit to Foreign Language Teaching Enjoyment Among Iranian English Language Teachers.” System 109: 102890. https://doi.org/10.1016/j.system.2022.102890.
   Web of Science ®Google Scholar
• Dewaele, J. M., X. Chen, A. M. Padilla, and J. Lake. 2019. “The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research.” Frontiers in Psychology 10: Article 2128. https://doi.org/10.3389/fpsyg.2019.02128.
   PubMed Web of Science ®Google Scholar
• Dewaele, J. M., and P. D. MacIntyre. 2016. “Foreign Language Enjoyment and Anxiety: The Right and Left Feet of the Language Learner.” In Positive Psychology in SLA, edited by T. Gregersen, P. D. MacIntyre, and S. Mercer, 215–236. Multilingual Matters.
   Google Scholar
• 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. https://doi.org/10.1037/0022-3514.92.6.1087.
   PubMed Web of Science ®Google Scholar
• 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. https://doi.org/10.1080/00223890802634290.
   PubMed Web of Science ®Google Scholar
• Duckworth, A. L., P. D. Quinn, and M. E. Seligman. 2009. “Positive Predictors of Teacher Effectiveness.” The Journal of Positive Psychology 4 (6): 540–547. https://doi.org/10.1080/17439760903157232.
   Web of Science ®Google Scholar
• Ergün, A. L. P., and J. M. Dewaele. 2021. “Do Well-Being and Resilience Predict the Foreign Language Teaching Enjoyment of Teachers of Italian?” System 99: 102506. https://doi.org/10.1016/j.system.2021.102506.
   Web of Science ®Google Scholar
• Fathi, J., and M. Naderi. 2022. “Testing a Structural Model of Teacher Resilience, Foreign Language Teaching Enjoyment, and Teaching Engagement in an EFL Context.” Teaching English Language 16 (2): 255–284. https://doi.org/10.22132/tel.2022.159457.
   Google Scholar
• Feng, L., and M. Papi. 2020. “Persistence in Language Learning: The Role of Grit and Future Self-Guides.” Learning and Individual Differences 81: 101904. https://doi.org/10.1016/j.lindif.2020.101904.
   Web of Science ®Google Scholar
• Fornell, C., and D. F. Larcker. 1981. “Evaluating Structural Equation Models with Unobservable Variables and Measurement Error.” Journal of Marketing Research 18 (1): 39–50. https://doi.org/10.1177/002224378101800104.
   Web of Science ®Google Scholar
• Fredrickson, B. L. 2001. “The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions.” American Psychologist 56: 218–226. https://doi.org/10.1037/0003-066X.56.3.218.
   PubMed Web of Science ®Google Scholar
• Greenier, V., A. Derakhshan, and J. Fathi. 2021. “Emotion Regulation and Psychological Well-Being in Teacher Work Engagement: A Case of British and Iranian English Language Teachers.” System 97: 102446. https://doi.org/10.1016/j.system.2020.102446.
   Web of Science ®Google Scholar
• Gregersen, T. 2013. “Language Learning Vibes: What, Why and How to Capitalize for Positive Affect.” In The Affective Dimension in Second Language Acquisition, edited by D. GabryBarker and J. Bielska, 89–98. Multilingual Matters.
   Google Scholar
• Gu, Q. 2018. “(Re)Conceptualising Teacher Resilience: A Social-Ecological Approach to Understanding Teachers’ Professional Worlds.” In Resilience in Education: Concepts, Contexts and Connections, edited by M. Wosnitza, F. Peixoto, S. Beltman, and C. F. Mansfield, 13–33. Springer. https://doi.org/10.1007/978-3-319-76690-4_2
   Google Scholar
• Hair, J. F., R. E. Anderson, B. J. Babin, and W. C. Black. 2010. Multivariate Data Analysis: A Global Perspective. Pearson.
   Google Scholar
• 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. https://doi.org/10.1007/s10902-014-9593-5.
   Web of Science ®Google Scholar
• Hiver, P. 2018. “Teachstrong: The Power of Teacher Resilience for L2 Practitioners.” In Language Teacher Psychology, edited by S. Mercer and A. Kostoulas, 231–246. Multilingual Matters. https://doi.org/10.21832/9781783099467-018
   Google Scholar
• 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. https://doi.org/10.1007/s11162-017-9474-y.
   Web of Science ®Google Scholar
• Howard, S., and B. Johnson. 2004. “Resilient Teachers: Resisting Stress and Burnout.” Social Psychology of Education 7 (4): 399–420. https://doi.org/10.1007/s11218-004-0975-0.
   Google Scholar
• Hu, L., 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. https://doi.org/10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Huo, J. 2022. “The Role of Learners’ Psychological Well-Being and Academic Engagement on Their Grit.” Frontiers in Psychology 13: 848325. https://doi.org/10.3389/fpsyg.2022.848325
   PubMedGoogle Scholar
• Kazemkhah Hasankiadeh, F., and M. 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): 707–717. https://doi.org/10.1007/s40299-022-00688-9.
   Web of Science ®Google Scholar
• Khajavy, G. 2021. “Modeling the Relations Between Foreign Language Engagement, Emotions, Grit and Reading Achievement.” In Student Engagement in the Language Classroom, edited by P. Hiver, A. Al-Hoorie, and S. Mercer, 241–259. Multilingual Matters. https://doi.org/10.21832/9781788923613-016.
   Google Scholar
• Khajavy, G. H., and E. Aghaee. 2022. “The Contribution of Grit, Emotions and Personal Bests to Foreign Language Learning.” Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2022.2047192.
   PubMed Web of Science ®Google Scholar
• 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. https://doi.org/10.1017/S0272263120000480.
   Web of Science ®Google Scholar
• Klassen, R. M., S. Yerdelen, and T. L. Durksen. 2013. “Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS).” Frontline Learning Research 1 (2): 33–52. https://doi.org/10.14786/flr.v1i2.44.
   Google Scholar
• Kline, R. B. 2011. Principles and Practice of Structural Equation Modeling. 3rd ed. Guilford Press.
   Google Scholar
• Kunnan, A. J. 1998. “An Introduction to Structural Equation Modelling for Language Assessment Research.” Language Testing 15: 295–332. https://doi.org/10.1177/026553229801500302.
   Google Scholar
• Larsen-Hall, J. 2010. A Guide to Doing Statistics in Second Language Research Using SPSS. Routledge.
   Google Scholar
• Lee, J. S. 2022. “The Role of Grit and Classroom Enjoyment in EFL Learners’ Willingness to Communicate.” Journal of Multilingual and Multicultural Development 43 (5): 452–468. https://doi.org/10.1080/01434632.2020.1746319.
   Web of Science ®Google Scholar
• Lei, H., Y. Cui, and W. Zhou. 2018. “Relationships Between Student Engagement and Academic Achievement: A Meta-Analysis.” Social Behavior and Personality: An International Journal 46: 517–528. https://doi.org/10.2224/sbp.7054.
   Web of Science ®Google Scholar
• Liu, H., and W. Chu. 2022. “Exploring EFL Teacher Resilience in the Chinese Context.” System 105: 102752. https://doi.org/10.1016/j.system.2022.102752.
   Web of Science ®Google Scholar
• Lucas, G. M., J. Gratch, L. Cheng, and S. Marsella. 2015. “When the Going Gets Tough: Grit Predicts Costly Perseverance.” Journal of Research in Personality 59: 15–22. https://doi.org/10.1016/j.jrp.2015.08.004.
   Web of Science ®Google Scholar
• MacIntyre, P. D. 2021. “Exploring Applications of Positive Psychology in SLA.” In Positive Psychology in Second and Foreign Language Education, edited by K. Budzinska and O. Majchrzak, 3–17. Springer. https://doi.org/10.1007/978-3-030-64444-4_1
   Google Scholar
• MacIntyre, P. D., J. M. Dewaele, N. Macmillan, and C. Li. 2019. “The Emotional Underpinnings of Gardner’s Attitudes and Motivation Test Battery.” In Contemporary Language Motivation Theory, edited by P. D. MacIntyre and A. Al-Hoorie, 57–79. Multilingual Matters. https://doi.org/10.21832/9781788925204-008
   Google Scholar
• MacIntyre, P. D., and T. Gregersen. 2016. “Emotions That Facilitate Language Learning: The Positive-Broadening Power of the Imagination.” Studies in Second Language Learning and Teaching 2 (2): 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4.
   Google Scholar
• Maiers, A., and A. Sandvold. 2017. The Passion-Driven Classroom: A Framework for Teaching and Learning. 2nd ed. Routledge.
   Google Scholar
• Mansfield, C. F., S. Beltman, T. Broadley, and N. Weatherby-Fell. 2016. “Building Resilience in Teacher Education: An Evidenced Informed Framework.” Teaching and Teacher Education 54: 77–87. https://doi.org/10.1016/j.tate.2015.11.016.
   Web of Science ®Google Scholar
• Martin, A. J., and H. W. Marsh. 2006. “Academic Resilience and Its Psychological and Educational Correlates: A Construct Validity Approach.” Psychology in the Schools 43: 267–281. https://doi.org/10.1002/pits.20149.
   Web of Science ®Google Scholar
• Ness Evans, A., and B. J. Rooney. 2013. Methods in Psychological Research. 3rd ed. Sage Publications.
   Google Scholar
• Plonsky, L., and F. L. Oswald. 2014. “How Big Is ‘Big’? Interpreting Effect Sizes in L2 Research.” Language Learning 64 (4): 878–912. https://doi.org/10.1111/lang.12079.
   Web of Science ®Google Scholar
• Sahoo, M. 2019. “Structural Equation Modeling: Threshold Criteria for Assessing Model Fit.” In Methodological Issues in Management Research: Advances, Challenges, and the Way Ahead, edited by R. N. Subudhi and S. Mishra, 269–276. Emerald Publishing Limited. https://doi.org/10.1108/978-1-78973-973-220191016
   Google Scholar
• Schaufeli, W. B., M. Salanova, V. González-Romá, and A. B. Bakker. 2002. “The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach.” Journal of Happiness Studies 3: 71–92. https://doi.org/10.1023/A:1015630930326.
   Google Scholar
• Schelvis, R. M., G. I. Zwetsloot, E. H. Bos, and N. M. Wiezer. 2014. “Exploring Teacher and School Resilience as a New Perspective to Solve Persistent Problems in the Educational Sector.” Teachers and Teaching 20 (5): 622–637. https://doi.org/10.1080/13540602.2014.937962.
   Web of Science ®Google Scholar
• Seligman, M. E., and M. Csikszentmihalyi. 2014. “Positive Psychology: An Introduction.” In Flow and the Foundations of Positive Psychology, edited by M. Csikszentmihalyi, 279–298. Springer. https://doi.org/10.1007/978-94-017-9088-8_18
   Google Scholar
• Shi, D., T. Lee, and A. Maydeu-Olivares. 2019. “Understanding the Model Size Effect on SEM Fit Indices.” Educational and Psychological Measurement 79 (2): 310–334. https://doi.org/10.1177/0013164418783530.
   PubMed Web of Science ®Google Scholar
• Singh, J., and V. G. Chopra. 2016. “Factors Influencing the Adoption of Online Trading: A Study of Individual Investors.” IOSR Journal of Business and Management 18 (11): 21–26. https://doi.org/10.9790/487X-1811032127.
   Google Scholar
• Smith, B. W., J. Dalen, K. Wiggins, E. Tooley, P. Christopher, and J. Bernard. 2008. “The Brief Resilience Scale: Assessing the Ability to Bounce Back.” International Journal of Behavioral Medicine 15: 194–200. https://doi.org/10.1080/10705500802222972.
   PubMed Web of Science ®Google Scholar
• Sudina, E., T. Vernon, H. Foster, H. Del Villano, S. Hernandez, D. Beck, and L. Plonsky. 2021. “Development and Initial Validation of the L2-Teacher Grit Scale.” TESOL Quarterly 55 (1): 156–184. https://doi.org/10.1002/tesq.581.
   Web of Science ®Google Scholar
• Teimouri, Y., L. Plonsky, and F. Tabandeh. 2022. “L2 Grit: Passion and Perseverance for Second-Language Learning.” Language Teaching Research 26 (5): 893–918. https://doi.org/10.1177/1362168820921895.
   Web of Science ®Google Scholar
• Ulla, M. B. 2022. “Exploring Early-Career EFL Teachers’ Engagement in Professional Learning: Teaching Beliefs and Professional Values.” RELC Journal, Advance online publication. https://doi.org/10.1177/00336882221080197.
   Web of Science ®Google Scholar
• Wang, Y., A. Derakhshan, and M. Azari Noughabi. 2022. “The Interplay of EFL Teachers’ Immunity, Work Engagement, and Psychological Well-Being: Evidence from Four Asian Countries.” Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2022.2092625.
   PubMed Web of Science ®Google Scholar
• West, S. G., A. B. Taylor, and W. Wu. 2012. “Model Fit and Model Selection in Structural Equation Modeling.” In Handbook of Structural Equation Modeling, edited by R. H. Hoyle, 209–231. Guilford Press.
   Google Scholar
• 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. https://doi.org/10.1007/s11409-0149128-9.
   Web of Science ®Google Scholar
• Xue, L. 2021. “Challenges and Resilience-Building: A Narrative Inquiry Study on a Mid-Career Chinese EFL Teacher.” Frontiers in Psychology 12: 758925. https://doi.org/10.3389/fpsyg.2021.758925.
   PubMed Web of Science ®Google Scholar
• Yang, S., M. Azari Noughabi, and S. Jahedizadeh. 2022. “Modelling the Contribution of English Language Learners’ Academic Buoyancy and Self-Efficacy to L2 Grit: Evidence from Iran and China.” Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2022.2062368.
   PubMed Web of Science ®Google Scholar
• Yu, M., H. Wang, and G. Xia. 2022. “The Review on the Role of Ambiguity of Tolerance and Resilience on Students’ Engagement.” Frontiers in Psychology 12: 828894. https://doi.org/10.3389/fpsyg.2021.828894.
   PubMed Web of Science ®Google Scholar