This paper aimed at investigating the related studies on educational technology and its effect on English as a Foreign Language learner self-efficacy. Earlier studies have proved the positive and significant relationship between learner self-efficacy and educational technology use. Investigations have revealed that improving learners’ dynamic mindsets, online interaction, self-assessment, academic knowledge, and positive affectivity can increase learner self-efficacy. Moreover, the provision of the encouraging context can help develop learners’ self-efficacy in technology-supported education. Furthermore, the study presented the implications and future (...) directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of learner self-efficacy in technology-supported educational contexts and its role in L2 education. (shrink)

Teaching seeks to enhance learners’ well-being as well as their educational motivation since both constructs cause advancement in the process of learning and they increase the level of success in the educational cycle. Well-being is a critical requirement inside the academic environment that is considered as the main dimension of individuals’ tendency in the topic of positive psychology research, which is crucial for learning. Besides, as a significant idea in language domain and in order to consider the relation between well-being (...) and motivation, the other concept is arisen in PP, namely resilience that seems to be effective for learners as it deals with the capability to effectively manage difficulties in the past and present time in the learning process. As a result, this study considers the relationship between well-being and motivation; however, it also inspects the mediating role of resilience in this regard. Consequently, this review of literature holds suggestions for researchers, philosophers, and experts searching for better exploration and attention to the functions of resilience as a mediator in the relationship between learners’ motivation and well-being. (shrink)

To manage the undesirable effect of anxiety on students, a wide scope of research has been dedicated to determining the triggers of anxiety and pedagogical interferences that can assist students with mitigating anxiety. Mindfulness is a relaxation strategy that has been related to constructive impacts when utilized as a managing technique for stress and anxiety. Originating from the construct of mindfulness, there is a multidimensional conception acknowledged as resilience as one of the notions in the Positive Psychology literature, which highlights (...) the organizations and individuals’ strengths and self-control to comply with accidental states. Given the eminence of mindfulness and resilience in learning situations, the present study sets forth to examine the role of these constructs in alleviating English as a foreign language learners’ anxiety. To meet this objective, 502 Chinese EFL learners took part in this research. They were asked to respond to the three questionnaires, namely resilience, mindfulness, and anxiety. To answer the research question of the study, a linear multiple regression was run and the findings demonstrated that mindfulness and resilience together could significantly predict anxiety. Consistent with the findings, some recommendations are presented concerning the implications of the present research. (shrink)

Previous studies have shown that peer relationship affects learning engagement. And learning engagement plays a vital role in promoting knowledge acquisition and production, enhancing adolescents’ academic success. However, few studies have focused on the mechanism between peer relationship and learning engagement. As such, based on Social Cognitive Theory, this study attempts to explore how peer relationship of adolescents is linked to learning engagement through the chain mediating roles of self-efficacy and academic resilience. The participants were 250 students who were selected (...) via random sampling in a public middle school, in Eastern China, in June 2021. All the participants filled in the structured self-report questionnaires on peer relationship, self-efficacy, academic resilience, and learning engagement. The data were analyzed with structural equation modeling in SPSS 24.0 and AMOS 24.0. Results indicated that peer relationship was directly and positively associated with learning engagement. Results also indicated that peer relationship was indirectly and positively associated with learning engagement via self-efficacy and academic resilience, respectively, and sequentially. More importantly, it was found that the direct effect was much lower than the indirect effects of which self-efficacy was the greatest. It is suggested that appropriate interventions and support should be provided to facilitate adolescents’ peer relationship, self-efficacy, and academic resilience, thus promoting their learning engagement and academic success. (shrink)

Students enrolled in tertiary education encounter multiple challenges, which prevent them from being proficient. One of these challenges is anxiety which is a common achievement emotion that impacts many students. Anxiety may prevent learning and may be negatively related to learning due to the negative values of classroom activities and their low controllability. As a result, obtaining more research evidence on anxiety plays an important role in allowing learners to develop the skills they need in different types of technology-based environments (...) such as Flipped Learning. With the prevalence of Internet usage, FL is gaining increasing popularity among higher education individuals. The FL approach is an important model for modifying teaching, cultivating enthusiasm, and interaction, and developing educational presentations in student-focused learning circumstances. The potential affordances of the FL environment might place learners in more positive states of control and value appraisals than the environment of conventional classes, which can lead to the removal of negative emotions such as anxiety. Given the benefits of FL and the potential affordances of its environment, the purpose of this conceptual study is to argue how the inherent affordances of the FL environment can contribute to the controllability and positive values of classroom activities reducing learners’ anxiety in light of control-value theory. (shrink)

The purpose of this randomized controlled study was to investigate the impact of a 12-week physical education program on the self-efficacy of overweight schoolgirls. We randomly assigned 60 overweight schoolgirls to either an experimental moderate to vigorous aerobic exercise group or a control group that received non-specific regular PE lessons with activities chosen by the curricular teacher mainly focused on team games and sports skills that aimed to achieve general psycho-physical wellness. To assess the starting level of students and significant (...) changes reached, at baseline and after training, a battery of standardized assessment motor tests and a psychometric scale were administered. At the end of the intervention, the experimental group reported a considerable decrease in body mass index and a large improvement in self-efficacy. No significant changes were found in the CG. The results suggested that the 12-week moderate to a vigorous aerobic exercise program is an effective weight loss intervention and a vehicle to promote a range of outcomes important to the qualitative growth of adolescents. In fact, it could provide a positive and significant impact on the self-efficacy of overweight schoolgirls. (shrink)

This study aims to analyze the relationship between psychological capital profiles and internal learning in teams. The participants in this study were 480 undergraduate students. We performed a cluster analysis using the SPSS and yielded four distinct psychological capital profiles. The student profile with the highest scores in self-efficacy, optimism, hope, and resilience exhibited also the highest scores of internal learning in teams. On the other hand, the student profile with the lowest scores in self-efficacy, optimism, hope, and resilience presented (...) the lowest scores of internal learning in teams. It is also noteworthy that there was no significant relationship between the profile with a positive combination between self-efficacy and hope and the profile that presents the optimism as the only positive psychological capability, in the way they relate to internal learning in teams, which led us to reject the second hypothesis of the study. This study reinforces the role of psychological capital in academic settings and suggests that psychological capital profiles can affect internal learning in teams differentially. (shrink)