The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement-Reference-Cited by-同舟云学术

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The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement

Published:2019-11-26 Issue:3 Volume:5 Page:495-513
ISSN:2149-1135
Container-title:Eurasian Journal of Applied Linguistics
language:
Short-container-title:

Author:

Khajavy Gholam Hassan,Makiabadi Hossein,Navokhi Samaneh Abdi

Publisher

Eurasian Journal of Applied Linguistics

Subject

Linguistics and Language,Education,Language and Linguistics,Social Psychology

Reference73 articles.

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2. Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127-152. https://doi.org/10.1002/hrdq.20070

3. Bergheim, K., Nielsen, M. B., Mearns, K., & Eid, J. (2015). The relationship between psychological capital, job satisfaction, and safety perceptions in the maritime industry. Safety Science, 74, 27-36. https://doi.org/10.1016/j.ssci.2014.11.024

4. Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communication Monographs, 43, 60-69. https://doi.org/10.1080/03637757609375916

5. Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). How psychological capital mediates between study-related positive emotions and academic performance. Journal of Happiness Studies, 20(2), 605-617. https://doi.org/10.1007/s10902-018-9963-5

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1. To talk or to remain silent? Foreign language enjoyment and perceived classroom climate as drivers of change in Chinese EFL learners’ willingness to communicate: a latent growth curve analysis;Innovation in Language Learning and Teaching;2024-08-16

2. A self-determination perspective on the relationships between EFL learners’ foreign language peace of mind, foreign language enjoyment, psychological capital, and academic engagement;Learning and Motivation;2024-08

3. The effect of classroom-based assessment (CBA) on Chinese EFL learners’ speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions;Heliyon;2024-06

4. The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course;Frontiers in Psychology;2024-05-09

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