ArticleHeliyon2023
A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context.
Article in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- How does academic self-concept contribute to English language achievement in Chinese EFL college classes?Frontiers in psychology · 2026Article
- Enhanced well-being in second language learners: unraveling the roles of emotion regulation and resilience.Frontiers in psychology · 2025Article
- Overlap or breakthrough? exploration of the academic buoyancy structure in Chinese EFL learners.PloS one · 2025Article
- The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom.Frontiers in psychology · 2025Article
- Academic Gratitude as a Mediator between Psychological Well-Being and Academic Buoyancy among college students in West Java.Frontiers in psychology · 2025Article
- Primary school teachers are immune: a journey in the sea of psychological well-being, buoyancy, and engagement.BMC psychology · 2024Article
- Article
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Authors and funding
4 authors.
Funding
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Abstract
Students are the products of educational system and every strategy taken in education may foster or hinder their learning progress. Efficient instruction is achieved when emotional and cognitive heath of the learners is warranted. Despite the critical roles of Academic Buoyancy (AB), L2 grit, Academic Emotion Regulation (AER), and Personal Best (PB), studies on their reciprocal relationships are still under shadow. Thus, this investigation suggested a model to depict the interplay among AB, L2 grit, AER, and PB. In so doing, The Academic Buoyancy Scale (ABS), The Language-domain-specific Grit Scale (L2-Grit S), The Academic Emotion Regulation Questionnaire (AERQ), and The Personal Best Scale (PBS) were distributed to 435 Iranian EFL university learners at BA level. The data screening based on Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) reflected that buoyant as well as gritter EFL learners are more aware of evaluating their academic emotional experiences as well as perusing their goals. More precisely, the mediator roles of AB and L2 grit on AER and PB were uncovered. The implications of this study, which advance psychology of language learning and teaching are thoroughly discussed.
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