ArticleFrontiers in psychology2021
Enhancing Chinese EFL Students' Grit: The Impact of Teacher Stroke and Teacher-Student Rapport.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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10 citing papers in PubMed, 22 citations in OpenAlex.
- Associations between teacher-student relationships and EFL achievement: a chain mediating model of EFL-learning grit and behavioral engagement.BMC psychology · 2026Article
- Classroom climate and EFL students' willingness to communicate: the mediating role of L2 grit.Frontiers in psychology · 2026Article
- The Relationship between students' engagement, grit, and teacher care in Chinese context.PloS one · 2025Article
- Research into the interplay between EFL teachers' professional identity and EFL students' grit in Libya.Frontiers in psychology · 2025Article
- Enhancing Chinese students' academic engagement: the effect of teacher support and teacher-student rapport.Frontiers in psychology · 2023Article
- Increasing Chinese EFL Learners' Grit: The Role of Teacher Respect and Support.Frontiers in psychology · 2022Article
- A Theoretical Analysis of Approaches to Enhance Students' Grit and Academic Engagement.Frontiers in psychology · 2022Review
- The Role of Teachers' Interpersonal Behaviors in Learners' Academic Achievements.Frontiers in psychology · 2022Review
- Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study.Frontiers in psychology · 2022Article
- Examining the effects of stroke on students' L2-grit levels in an EFL context: A case of Northern Iraq.Frontiers in psychology · 2022Article
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1 author at 1 institution in 1 country.
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Abstract
Due to the important role that students' grit plays in the effectiveness of their success in the educational system in which they are engaged, the current study scrutinized whether some factors regarding teachers such as their stroke and rapport can affect the learners' grit in one hand and on the other hand whether these factors can predict the learners' grit or not. To this end, a group of 316 Chinese university English as a Foreign Language (EFL) learners from more than 30 cities from nine provinces of China were asked to fill out the three scales, namely, teacher stroke, student rapport, and students' grit questionnaires. The foremost findings of the study, gained through running regression, indicate that there are positive relations between these variables as they affect learners' grit and also both variables were the predictors of grit, while teacher stroke was a better predictor, uniquely clarifying 45.5% of the grit's variance and teacher-student rapport similarly showed to be a predictor of grit, distinctively clarifying 4.6% of its variance. Accordingly, based on these findings, it can be concluded that both of these factors, as instances of positive teacher interpersonal behaviors, develop learners' grit in language learning. In addition, this study can provide further implications and recommendations for language teaching team members in academic circumstances.
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