ArticleBMC psychology2025
Mediating role of students' self-assessment in the relationships among EFL students' L2 grit, motivation, and willingness to communicate.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- The effects of informal digital learning, intrinsic motivation, and grit on online learning effort regulation and English achievement.Scientific reports · 2026Article
- The impact of emotional value in digital teaching resources on learning motivation-an empirical analysis based on a questionnaire survey.Frontiers in psychology · 2026Article
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2 authors.
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Abstract
backgroundL2 grit, self-assessment, motivation, and willingness to communicate (WTC) are essential psychological and affective factors influencing English as a Foreign Language (EFL) learners' success. Previous research has examined these factors individually; however, the complex interrelationships among them, particularly the mediating role of self-assessment, remain underexplored. Using a quantitative research design, this study employed structural equation modeling (SEM) to analyze how L2 grit associates with motivation and WTC, with self-assessment serving as a mediating variable.
methodsData were collected from 356 Iranian EFL learners at intermediate and advanced levels using four validated scales: the L2 Grit Scale, Motivation Questionnaire, Core Self-Evaluation Scale, and WTC Scale. SEM was employed to analyze the direct and indirect associations involving L2 grit, motivation, and WTC, while exploring the potential mediating role of self-assessment.
resultsThe SEM analysis indicated a positive association between L2 grit and motivation (β = 0.55, p < 0.001), with partial mediation by self-assessment observed in this association (β = 0.09, p = 0.03). Furthermore, a significant positive relationship was observed between motivation and WTC (β = 0.54, p < 0.001).
conclusionsThese findings contribute to the theoretical frameworks of self-determination theory (SDT), control-value theory (CVT), and grit theory (GT), emphasizing the role of psychological resilience and self-regulation in language learning. The study suggests that incorporating self-assessment practices into EFL curricula could enhance both motivation and communication skills, thereby improving language acquisition outcomes.
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