Perceptual and Motor Skills最新文献

An Introduction to the Special Issue on the Role of Psycho-Affective Factors in Second/Foreign Language (L2) Learning.

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 DOI: 10.1177/00315125241306864

Ali Derakhshan, Yinxing Jin

引用次数: 0

Unraveling the Mediating Role of Buoyancy in the Relationship Between Anxiety and EFL Students' Learning Engagement. 揭示浮力在焦虑与 EFL 学生学习参与度之间关系中的中介作用。

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 Epub Date: 2024-10-16 DOI: 10.1177/00315125241291639

Honggang Liu, Zhengfeng Zhu, Bin Chen

{"title":"Unraveling the Mediating Role of Buoyancy in the Relationship Between Anxiety and EFL Students' Learning Engagement.","authors":"Honggang Liu, Zhengfeng Zhu, Bin Chen","doi":"10.1177/00315125241291639","DOIUrl":"10.1177/00315125241291639","url":null,"abstract":"Recent investigators have illuminated the crucial role of positive psychology in learning English as a Foreign Language (EFL). However, little is known about academic buoyancy as a potential mediator in the relationship between foreign language anxiety and learners' academic engagement in English learning. To address this gap, we adopted a quantitative approach to explore these links. We surveyed 970 Chinese high school EFL students to measure their English learning anxiety, academic buoyancy, and learning engagement. Of the four dimensions of engagement - behavioral, emotional, cognitive, and agentic engagement - we discarded the emotional and cognitive dimensions of academic engagement in factor analyses. Structural equation modelling indicated that English learning anxiety directly predicted behavioral but not agentic engagement, and academic buoyancy partially mediated between English learning anxiety and behavioral engagement and completely mediated between English learning anxiety and agentic engagement. These results provide insights for EFL teachers seeking to enhance students' language learning experiences.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"195-217"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142472115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unveiling the Role of Classroom Climate in Chinese EFL Teachers' Perceptions of Their Emotional Exhaustion and Attrition. 揭示课堂气氛在中国英语教师情感衰竭和流失感知中的作用。

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 Epub Date: 2024-11-18 DOI: 10.1177/00315125241291088

Yilin Mai

{"title":"Unveiling the Role of Classroom Climate in Chinese EFL Teachers' Perceptions of Their Emotional Exhaustion and Attrition.","authors":"Yilin Mai","doi":"10.1177/00315125241291088","DOIUrl":"10.1177/00315125241291088","url":null,"abstract":"There is substantial research supporting the role of workplace atmospheres in English-as-a Foreign-Language (EFL) teachers' emotions and classroom practices. However, the degree to which (if any) classroom climate may affect teachers' specific emotional exhaustion and/or job attrition has not been addressed. To fill this gap, in this qualitative study, we used a semi-structured interview with 39 Chinese EFL teachers of various backgrounds to better understand the role of classroom climate in its relationship to teachers' emotional exhaustion and attrition, including teachers' perceptions of causative factors in these relationships. Thematic analysis revealed teachers' claims that both emotional exhaustion and attrition were prevented by a positive classroom climate. However, in the context of negative classroom climates, the participants believed that both variables might be worsened. Furthermore, EFL teachers' reported that their emotional exhaustion and job attrition were caused by a wide range of specific teacher-related, work-related, and workplace-related (contextual) factors. We discuss these findings and their implications for EFL practitioners and policy-makers, and we recommend measures to deal with teachers' emotional exhaustion and attrition in the EFL context.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"169-194"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142668556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modeling the Contribution of Grit, Enjoyment, and Boredom to Predict English as a Foreign Language Students' Willingness to Communicate in a Blended Learning Environment. 模拟 "勇气"、"乐趣 "和 "厌倦 "对预测英语作为外语的学生在混合式学习环境中的交流意愿的贡献。

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 Epub Date: 2024-10-18 DOI: 10.1177/00315125241289192

Elias Bensalem, Ali Derakhshan, Fahad Hamed Alenazi, Amy S Thompson, Radhia Harizi

{"title":"Modeling the Contribution of Grit, Enjoyment, and Boredom to Predict English as a Foreign Language Students' Willingness to Communicate in a Blended Learning Environment.","authors":"Elias Bensalem, Ali Derakhshan, Fahad Hamed Alenazi, Amy S Thompson, Radhia Harizi","doi":"10.1177/00315125241289192","DOIUrl":"10.1177/00315125241289192","url":null,"abstract":"The complex relationships between emotions experienced by learners and learners' personality traits, such as grit, that influence students' willingness to communicate in a second language (L2 WTC) have come under increasing attention. To date, investigators have focused primarily on WTC and the role of emotions in traditional face-to-face settings rather than in blended learning environments. To expand this research, we examined whether grit, foreign language enjoyment (FLE), and foreign language boredom (FLB) among university-level EFL students would be predictive of L2 WTC in a hybrid online and face-to-face learning setting. We studied 345 participants (252 females and 93 males) enrolled in English courses in a blended learning environment from three public universities in Saudi Arabia. We utilized structural equation modeling (SEM) to test a model that combined grit with two emotions (enjoyment and boredom) and L2 WTC. Our results revealed that FLB had the largest relationship to students' L2 WTC followed by FLE and grit, respectively. In this paper, we discuss these results and present some pedagogical implications of these data for teachers and learners of English as a foreign language (EFL).","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"144-168"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142472110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers. 中国英语教师眼中的支持性工作环境、成就情感和创造性教学之间的相互作用的混合方法调查。

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 Epub Date: 2024-08-14 DOI: 10.1177/00315125241272593

Hanwei Wu, Yonghong Zeng

{"title":"A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers.","authors":"Hanwei Wu, Yonghong Zeng","doi":"10.1177/00315125241272593","DOIUrl":"10.1177/00315125241272593","url":null,"abstract":"Teaching for creativity (TfC) has recently received increased attention in English-as-a-foreign-language (EFL) contexts. Previous studies confirmed that TfC links with achievement emotions (AEs) in this context. Additionally, a supportive work environment (SWE) has been shown to be associated with AEs. However, relationships among all three variables - SWE, AEs, and TfC - have not been adequately explored in EFL contexts, nor have the underlying bases for these links been elucidated. In this study, we adopted a mixed-methods approach to investigate the complex associations between SWE, AEs (anxiety, pride, enjoyment, and anger), and TfC as perceived by 441 Chinese EFL teachers. Quantitative results revealed that SWE, four AEs, and TfC were significantly correlated, with small to large effect sizes. Furthermore, the four AEs collectively mediated the relationship between SWE and TfC in our structural equation model. Qualitative interviews with 15 EFL teachers provided nuanced insights into possible reasons for these statistical patterns. We discuss the theoretical and pedagogical implications of these findings and suggest directions for future research.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"16-39"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141982935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chinese English as a Foreign Language College Students' Emotional Intelligence and Willingness to Communicate: A Latent Profile Analysis. 中国英语专业大学生的情商和沟通意愿：潜在特征分析

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 DOI: 10.1177/00315125241283151

Yihan Gao, Yumeng Guo, Yongliang Wang

{"title":"Chinese English as a Foreign Language College Students' Emotional Intelligence and Willingness to Communicate: A Latent Profile Analysis.","authors":"Yihan Gao, Yumeng Guo, Yongliang Wang","doi":"10.1177/00315125241283151","DOIUrl":"https://doi.org/10.1177/00315125241283151","url":null,"abstract":"In language learning, communication is essential, where learners' desire and willingness to interact with others are significant in honing their communication capabilities alongside other necessary competencies. There are many factors that influence students' willingness to communicate (WTC), among which the correlation between emotional intelligence and WTC still needs to be further researched. To investigate the emotional intelligence profiles of Chinese EFL college students and to examine different levels of their willingness to communicate, we recruited 476 Chinese English as a foreign language (EFL) learners across 11 provinces to complete our questionnaire. Through latent profile analysis (LPA) and one way analysis of variance, we found that there were four EI profiles of Chinese EFL college students: Emotionally Challenged (EC), Emotionally Struggling (ES), Emotionally Average (EA), and Emotionally Proficient (EP), among which most students (63%) fell into the EA profile. The EC profile (17%) was the second largest profile. We also found that each of the four profiles had unique WTC characteristics, with and different dimensions of WTC including, speaking, reading, writing, and comprehension. Notably, the EC profile demonstrated the lowest WTC level among the four profiles, whereas the EP profile displayed the highest overall WTC level. These findings are meaningful for comprehending students' emotional intelligence profiles within language learning environments, and they provide valuable insights for educators to address diverse students' needs to enhance their WTC.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":"132 1","pages":"119-143"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143409903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relationships Among Emotions, Self-Efficacy, and Engagement in Virtual Reality-Assisted Foreign Language Learning: A Social Cognitive Theory-Based Study. 虚拟现实辅助外语学习中情感、自我效能感和参与度之间的关系：基于社会认知理论的研究。

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 Epub Date: 2024-11-05 DOI: 10.1177/00315125241297188

Xuemei Wang, Maojie Zhou

{"title":"The Relationships Among Emotions, Self-Efficacy, and Engagement in Virtual Reality-Assisted Foreign Language Learning: A Social Cognitive Theory-Based Study.","authors":"Xuemei Wang, Maojie Zhou","doi":"10.1177/00315125241297188","DOIUrl":"10.1177/00315125241297188","url":null,"abstract":"While many studies have identified multiple benefits and affordances in using virtual reality (VR) technology in language learning, most have been qualitative, with few providing evidence of factors that may impact VR effectiveness for language learning or of the role of learners' unique psychological, environmental, and emotional experiences in language learning. Against this backdrop, we framed this study within social cognitive theory and surveyed 368 Chinese university students of English who were participating in VR-assisted language instruction to explore whether learners' foreign language learning enjoyment and boredom related to their learning engagement; we also investigated the mediating role of learning self-efficacy in these relationships. Our results suggested that (a) students learning English through VR-assisted instruction experienced a relatively high level of enjoyment but moderate level boredom; (b) foreign language learning enjoyment significantly (positively) predicted foreign language learning self-efficacy and engagement; and (c) foreign language learning boredom significantly (negatively) predicted foreign language learning self-efficacy, but not engagement; and foreign language learning self-efficacy fully mediated the relationship between foreign language learning boredom and engagement, and partially mediated the significant relationship between foreign language learning enjoyment and engagement. Based on these findings, we suggest ways to improve VR-assisted language teaching and learning.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"218-236"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142583899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Farewell, Steeped in Joy and Gratitude. 告别，沉浸在喜悦和感激中。

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 Epub Date: 2024-12-06 DOI: 10.1177/00315125241306855

John David Ball

引用次数: 0

Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese. 学生的外语态度和能力感知与外语课堂乐趣之间的复杂关系：来自中国大学日语专业学生的启示。

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 Epub Date: 2024-08-21 DOI: 10.1177/00315125241273995

Nan Jiang, Bo Wang, Yinxing Jin

{"title":"Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese.","authors":"Nan Jiang, Bo Wang, Yinxing Jin","doi":"10.1177/00315125241273995","DOIUrl":"10.1177/00315125241273995","url":null,"abstract":"In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"40-60"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142018229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Psychometric Validation of Turkish Versions of Four Scales: The Foreign Language Enjoyment, Peace of Mind, Boredom, and Classroom Anxiety Scales.

IF 1.4 4区心理学

Perceptual and Motor Skills Pub Date : 2025-02-01 DOI: 10.1177/00315125241280333

Sabahattin Yeşilçınar, Jean-Marc Dewaele, Nihan Erdemir

{"title":"The Psychometric Validation of Turkish Versions of Four Scales: The Foreign Language Enjoyment, Peace of Mind, Boredom, and Classroom Anxiety Scales.","authors":"Sabahattin Yeşilçınar, Jean-Marc Dewaele, Nihan Erdemir","doi":"10.1177/00315125241280333","DOIUrl":"https://doi.org/10.1177/00315125241280333","url":null,"abstract":"In this study, we present psychometrically validated Turkish versions of four popular foreign language learner emotion scales. They include the Foreign Language Classroom Peace of Mind Scale (Zhou et al., 2023), the Short-Form Foreign Language Enjoyment Scale (Botes et al., 2021), the Short-Form Foreign Language Classroom Anxiety Scale (Botes et al., 2022a), and the Foreign Language Classroom Boredom Scale (Li et al., 2023). We collected data from 1202 Turkish to English as a Foreign Language (EFL) learners. Cross-validation analyses confirmed the scales' applicability and reliability among these Turkish learners, and, measurement invariance (configural, metric, and scalar) analyses revealed consistency in respondents' emotional experiences across diverse educational levels, enabling valid cross-group comparisons. Although strict invariance across student subgroups was not achieved, our findings provide Turkish researchers with four valid instruments for collecting emotional data from Turkish learners. The scale means and relationships between the four emotions measured with these adapted scales were comparable to those established in previous studies.","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":"132 1","pages":"61-92"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143409908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0