ArticleFrontiers in psychology2022
A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners.
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 25 papers.
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25 citing papers in PubMed.
- Growth Language Mindset and Engagement in Foreign Language Classes: An Associational Perspective Integrating Self-Efficacy for Self-Regulated Learning.Journal of psycholinguistic research · 2026Article
- The role of teacher-student relationships in mediating the impact of peer relationships and grit on student engagement.Scientific reports · 2026Article
- Fostering engagement in the digital age: the mediating role of self-efficacy and self-regulation between enjoyment and learner engagement in AI-assisted EFL writing.Frontiers in psychology · 2026Article
- Classroom climate and EFL students' willingness to communicate: the mediating role of L2 grit.Frontiers in psychology · 2026Article
- Language enjoyment and emotional engagement: are they distinct or congruent constructs?Frontiers in psychology · 2026Article
- From foreign language classroom anxiety to English learning engagement: the roles of cognitive reappraisal and expressive suppression.Frontiers in psychology · 2026Article
- Teacher emotional support and learning engagement: a sequential mediation model of basic psychological needs satisfaction and enjoyment.Frontiers in psychology · 2026Article
- Multiple sources and student engagement in the smart classroom: the mediating role of foreign language enjoyment under control-value theory.Frontiers in psychology · 2026Article
- Exploring pathways to academic engagement: a SEM analysis of self-compassion, social support, and stress management among Chinese university students.BMC psychology · 2025Article
- How teacher caring behavior affects high school students' English academic performance: the mediating role of academic emotions.Medicine · 2025Article
- Foreign language enjoyment in language learning from a positive psychology perspective: a scoping review.Frontiers in psychology · 2025Review
- The effects of school psychological capital and achievement emotions on behavioral engagement of Chinese secondary mathematics learners: a structural equation modeling approach.Frontiers in psychology · 2025Article
- Quantum psychology approach on enjoyment as mediator in relationship between L2 flow and engagement.Frontiers in psychology · 2025Article
- Teacher support, grit and L2 willingness to communicate: the mediating effect of foreign language enjoyment.BMC psychology · 2024Article
- Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals.Frontiers in psychology · 2024Article
- Autonomy support, peer relations, and teacher-student interactions: implications for psychological well-being in language learning.Frontiers in psychology · 2024Article
- Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students.Frontiers in psychology · 2023Article
- Exploring the relationships among teacher-student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence.Frontiers in psychology · 2023Article
- Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement.Frontiers in psychology · 2023Article
- Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset.Frontiers in psychology · 2023Article
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Authors and funding
4 authors.
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Abstract
With the advent of positive psychology in second language (L2) learning, some researchers have undertaken empirical studies to explore emotional variables affecting L2 learning and how positive emotions can enhance the engagement of L2 learners. As an attempt to contribute to this research domain, this project sought to test a model of student engagement based on classroom social climate (CSC) and foreign language enjoyment (FLE) among English language learners in Iran. A sample of 386 intermediate English as a foreign language (EFL) learners took part in this survey by completing the online battery of questionnaires. Structural equation modeling (SEM) was employed for the analysis of the gathered data. The results showed that both CSC and FLE were significant predictors of student engagement, with FLE acting as a stronger predictor. Furthermore, CSC exerted a slight influence on FLE. The findings of the present study verify the contributions of positive psychology to L2 pedagogy, implying that pleasant perceptions of learning context and positive emotions can lead to further student engagement.
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