Contributions of Ideal L2 Self, Grit, and Boredom to Engagement in an EFL Context: A Structural Equation Modeling Approach
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Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-023-00786-2.pdf
Reference73 articles.
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2. Albert, Á., Dóczi, B., Piniel, K., & Csizér, K. (2022). The contribution of motivation and emotions to language learning autonomy in the Hungarian secondary school classroom: The results of a questionnaire study. In V. De Wilde & C. Goriot (Eds.), Second language learning before adulthood: Individual differences in children and adolescents (pp. 155–176). De Gruyter Mouton.
3. Bieleke, M., Gogol, K., Goetz, T., Daniels, L., & Pekrun, R. (2021). The AEQ-S: A short version of the achievement emotions questionnaire. Contemporary Educational Psychology, 65, 101940. https://doi.org/10.1016/j.cedpsych.2020.101940
4. Carver, C., Jung, D., & Gurzynski-Weiss, L. (2021). Examining learner engagement in relationship to learning and communication mode. In P. Hiver, A. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp. 120–142). London: Multilingual Matters. https://doi.org/10.21832/9781788923613-010
5. Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer.
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