ArticleFrontiers in psychology2022
Chinese EFL Students' Social-Emotional Competence, Grit, and Academic Engagement.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 2 of them syntheses that pooled it.
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Who cites it
8 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The impact of teacher socio-emotional competence on student engagement: a meta-analysis.Frontiers in psychology · 2025Pooled it
- Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis.BMC public health · 2024Pooled it
- Social-Emotional Competence Growth Profiles in Upper Elementary School Years and Pathways to Mental Health Outcomes in Middle School.International journal of environmental research and public health · 2025Article
- Serial mediating role of future time perspective and grit in the relationship between growth mindset and academic engagement.Scientific reports · 2025Article
- How social-emotional competence shapes classroom participation? A configurational analysis of teacher education students using fsQCA.Frontiers in psychology · 2025Article
- Research into the interplay between EFL teachers' professional identity and EFL students' grit in Libya.Frontiers in psychology · 2025Article
- Grit in second language acquisition: a systematic review from 2017 to 2022.Frontiers in psychology · 2023Review
- Examining the relationship between perceived teacher support and students' academic engagement in foreign language learning: Enjoyment and boredom as mediators.Frontiers in psychology · 2022Article
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Authors and funding
4 authors.
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Abstract
Regarding the constructive function of students' academic engagement in learning a foreign language, understanding the individuals' intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners' academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students' grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students' grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study.
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