Connecting the dots to see the whole: Learner variables, wellbeing and coping strategies in student narratives^‡

References

• Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Harlow: Pearson Longman.
   Google Scholar
• Bernardo, A. B. , Salanga, M. G. C. , Khan, A. , & Yeung, S. S. (2016). Internal and external loci-of-hope predict use of individual and collaborative learning strategies: Evidence from university students in four Asian cities. The Asia-Pacific Education Researcher , 25 , 367–376.10.1007/s40299-015-0249-y
   Web of Science ®Google Scholar
• Blatný, M. (2001). Osobnostní determinanty sebehodnocení a životní spokojenosti: Mezipohlavní rozdíly [Personality determinants of self-esteem and life satisfaction: Gender differences]. Československá psychologie , 45 , 385–392. [ In Czech.].
   Google Scholar
• Carrol, J. (1965). The prediction of success in foreign language training in R. Glaser: Training, research, and education . New York, NY: Wiley.
   Google Scholar
• Carrol, J. B. , & Sapon, S. M. (1983). Language learning aptitude test (MLAT): Manual . New York, NY: The Psychological Corporation Harcourt Brace Jovanovich Inc.
   Google Scholar
• Carver, C. S. , Scheier, M. F. , Miller, C. J. , & Fulford, D. (2011). Optimism. In S. J. Lopez & C. R. Snyder (Eds.), The oxford handbook of positive psychology (pp. 303–311). New York, NY: Oxford University Press.
   Google Scholar
• Chen, C. (2016). The role of resilience and coping styles in subjective well-being among Chinese university students. The Asia-Pacific Education Researcher , 25 , 377–387.10.1007/s40299-016-0274-5
   Web of Science ®Google Scholar
• Citrin, R. (2012). The resilience advantage questionnaire . Citrin Consulting. Retrieved from http://citrinconsulting.com/Downloads/The-Resilience-Advantage-Questionnaire.pdf
   Google Scholar
• Clément, R. (1986). Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology , 5 , 271–290.10.1177/0261927X8600500403
   Google Scholar
• Dörnyei, Z. , & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Pearson Longman.
   Google Scholar
• Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
   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 , 218–226.10.1037/0003-066X.56.3.218
   PubMed Web of Science ®Google Scholar
• Fresacher, C. (2016). Why and how to use positive psychology activities in the second language classroom. In P. D. MacIntyre , T. Gregersen , & S. Mercer (Eds.), Positive psychology in SLA (pp. 344–358). Bristol: Multilingual Matters.
   Google Scholar
• Gardner, H. (1999). Intelligences reframed: Multiple intelligences for the twenty-first century . New York, NY: Basic Books.
   Google Scholar
• Gilligan, C. , Lyons, N. P. , & Hanmer, T. J. (Eds.). (1990). Making connections: The relational worlds of adolescent girls at Emma Willard school . Cambridge, MA: Harvard University Press.
   Google Scholar
• Gregersen, T. , Macintyre, P. D. , & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. The Modern Language Journal , 98 , 574–588.10.1111/modl.12084
   Web of Science ®Google Scholar
• Krashen, S. D. (1985). The input hypothesis: Issues and implications . New York, NY: Longman.
   Google Scholar
• Larsen-Freeman, D. , & Cameron, L. (2008). Complex systems and applied linguistics . Oxford: Oxford University Press.
   Google Scholar
• MacIntyre, P. D. (2002). Motivation, anxiety, and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45–68). Amsterdam: John Benjamins.10.1075/lllt
   Google Scholar
• MacIntyre, P. D. , & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching , 4 , 153–172.
   Google Scholar
• Masten, A. S. , Cutuli, J. J. , Herbers, J. E. , & Reed, M. G. J. (2011). Resilience in development. In S. J. Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology (pp. 117–131). New York, NY: Oxford University Press.
   Google Scholar
• McKenzie, W. (1999). Multiple intelligence inventory . Surfaquarium Consulting. Retrieved from http://surfaquarium.com/MI/inventory.htm
   Google Scholar
• Morris, I. (2011). Teaching happiness and well-Being in schools: Learning to ride elephants . New York, NY: Continuum International Publishing Group.
   Google Scholar
• Ng, T. K. , & Ye, S. (2016). Human values and university life satisfaction among Hong Kong Chinese university students: A cross-lagged panel analysis. The Asia-Pacific Education Researcher , 25 , 453–461.10.1007/s40299-015-0255-0
   Web of Science ®Google Scholar
• Northcutt, N. , & McCoy, D. (2004). Interactive qualitative analysis: A systems method for qualitative research . Thousand Oaks: Sage.10.4135/9781412984539
   Google Scholar
• Oxford, R. L. (1990). Language learning strategies: What every teacher should know . New York, NY: Newbury House/Harper & Row.
   Google Scholar
• Oxford, R. L. (2011). Teaching and researching language learning strategies . Harlow: Pearson Longman.
   Google Scholar
• Oxford, R. L. (2014). What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory. Studies in Second Language Learning and Teaching. , 4 , 593–615.10.14746/ssllt.2014.4.4.2
   Google Scholar
• Oxford, R. L. (2016). Powerfully positive: Searching for a model of language learner well-being. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 21–37). New York, NY: Springer.
   Google Scholar
• Oxford, R. L. , & Bolaños-Sánchez, D. (2016). A tale of two learners: Discovering mentoring, motivation, emotions, engagement, and perseverance. In Ch Gkonou , D. Tatzl , & S. Mercer (Eds.), New directions in language learning psychology (pp. 113–134). New York, NY: Springer.10.1007/978-3-319-23491-5
   Google Scholar
• Oxford, R. L. , Meng, Y. , Zhou, Y. , Sung, J. , & Jain, R. (2007). Uses of adversity: Moving beyond L2 learning crises. In A. Barfield & S. Brown (Eds.), Reconstructing autonomy in language education: Inquiry and innovation (pp. 131–142). London: Palgrave Macmillan.10.1057/9780230596443
   Google Scholar
• Oxford, R. L. , Pacheco Acuña, G. , Solís Hernández, M. , & Smith, A. L. (2014, June). Positive psychology in action: Social and psychological themes reflected in first-person learner histories of bilingual adults. Paper presented at the International Conference on Language and Social Psychology, Honolulu, HI.
   Google Scholar
• Richards, J. C. , & Schmidt, R. (2002). Dictionary of language teaching and applied linguistics (3rd ed.). London: Pearson Education Limited.
   Google Scholar
• Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being . New York, NY: Atria/Simon & Schuster.
   Google Scholar
• Šolcová, I. , & Kebza, V. (2013). Circumstances of well-being among Czech college students. In H. H. Knoop & A. D. Fave (Eds.), Well-being and cultures: Perspectives from positive psychology (pp. 161–170). New York, NY: Springer.
   Google Scholar
• Taylor, S. E. (2002). The tending instinct: How nurturing is essential to who we are and how we live . New York, NY: Times Books.
   Google Scholar
• Ushioda, E. (2009). A person-in-context relational view of emergent motivation and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 215–228). Bristol: Multilingual Matters.
   Google Scholar