To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation-Reference-Cited by-同舟云学术

To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation

Published:2023-04-28 Issue:20 Volume:42 Page:17147-17162
ISSN:1046-1310
Container-title:Current Psychology
language:en
Short-container-title:Curr Psychol

Author:

Namaziandost Ehsan^ORCID,Heydarnejad Tahereh^ORCID,Azizi Zeinab^ORCID

Publisher

Springer Science and Business Media LLC

Subject

General Psychology

Link

https://link.springer.com/content/pdf/10.1007/s12144-023-04676-0.pdf

Reference83 articles.

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2. Amirian, S. M. R., Ghaniabadi, S., Heydarnejad, T., & Abbasi, S. (2022). The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. Journal of Applied Research in Higher Education. https://doi.org/10.1108/jarhe-11-2021-0441

3. Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design. Reflective Practice, 22(3), 293–305. https://doi.org/10.1080/14623943.2021.1873758

4. Badrkoohi, A. (2018). The relationship between demotivation and intercultural communicative competence. Cogent Education, 5(1), 1531741. https://doi.org/10.1080/2331186X.2018.1531741

5. Bartley, M., Schoon, M. R., & Blane, M. (2010). Resilience as an asset for healthy development. In A. Morgan, M. Davies, & E. Ziglio (Eds.), Health assets in a global context (pp. 101–115). Springer. https://doi.org/10.1007/978-1-4419-5921-8_6

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