ArticleFrontiers in psychology2022
Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English 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 4 papers.
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Who cites it
4 citing papers in PubMed, 10 citations in OpenAlex.
- The Mediating Role of Academic Engagement in the Relationship Between Academic Hope and Academic Adjustment of Undergraduate Students: The Role of Gender as a Moderator.Brain and behavior · 2025Article
- The role of fear of intimacy and loneliness in predicting of academic enthusiasm in medical science students: a cross-sectional study from the Iran.Discover mental health · 2025Article
- The relationship between mindfulness and second language resilience among Chinese English majors: the mediating role of academic hope.BMC psychology · 2025Article
- Investigating the factors influencing students' academic enthusiasm for a shift of paradigm among education managers shaping academic pedagogy.BMC medical education · 2023Article
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Authors and funding
2 authors at 1 institution in 1 country.
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Abstract
Introduction: The present research investigates the causal explanation of academic enthusiasm based on the interaction between teachers and English learners: self-regulation, academic hope, and academic engagement among English language learners. Methods: The implementation method of this descriptive research and research design was structural equation correlation. The research's statistical population included intermediate Zanjan city learners (50,977 people) who were studying in the academic year 2021-2022. This research used multi-stage cluster random sampling to test the proposed model. The following questionnaires were used to collect data: Academic enthusiasm (Fredericks et al.); Teacher-student interaction questionnaire (Moray and Zurich); Academic hope questionnaire (Khormai and Kameri); Self-Regulation Questionnaire (Bouffard) and academic engagement (Zarang). Lisrel software was used for data analysis and evaluation of the proposed model using structural equation modeling. Results: The results of the present study showed that teacher-student interaction, academic self-regulation, academic engagement, and academic hope are related to students' academic enthusiasm. The results of the present study also support the role of mediators of academic self-regulation, academic engagement, and academic hope in the causal relationships between teacher-student interaction and academic enthusiasm. Discussion: Based on this, it can be concluded that with the improvement of teacher-student interaction, the level of academic self-regulation, academic engagement, and academic hope of students increases, and these factors together increase their academic enthusiasm. Therefore, it is suggested that to increase academic engagement, academic self-regulation, and academic hope in the students in the education system, attention should be paid to the position of the students' academic enthusiasm.
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