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The Roles of Classroom Social Climate, Language Mindset, and Positive L2 Self in Predicting Chinese College Students' Academic Resilience in English as a Foreign Language.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Roles of Classroom Social Climate, Language Mindset, and Positive L2 Self in Predicting Chinese College Students' Academic Resilience in English as a Foreign Language./
Author:	Wang, Hui.
Description:	1 online resource (129 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798379707187

The Roles of Classroom Social Climate, Language Mindset, and Positive L2 Self in Predicting Chinese College Students' Academic Resilience in English as a Foreign Language.
Wang, Hui.

The Roles of Classroom Social Climate, Language Mindset, and Positive L2 Self in Predicting Chinese College Students' Academic Resilience in English as a Foreign Language. - 1 online resource (129 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--University of Kansas, 2023.

Includes bibliographical references

Resilience has begun to draw attention in language learning in recent years, since it can help foreign language learners overcome some critical difficulties in the language learning process. In order to deeply understand language learners' academic resilience, the present study adapted and validated a scale measuring undergraduate students' academic resilience in English as a foreign language (EFL) learning in the Chinese context, and then examined the relations among classroom social climate, language mindset, positive L2 self, and academic resilience in EFL learning. The results showed that academic resilience in EFL learning was a multidimensional construct, which includes three subdimensions - negative emotional responses, positive cognition, and perseverance. In addition, structural equation modeling indicated that both environmental (i.e., classroom social climate) and individual (i.e., language mindset and positive L2 self) factors can directly predict students' academic resilience in EFL learning. Also, classroom social climate had a significant impact on students' academic resilience in EFL learning through language mindset and positive L2 self.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379707187Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Academic resilienceIndex Terms--Genre/Form:

554714
Electronic books.

The Roles of Classroom Social Climate, Language Mindset, and Positive L2 Self in Predicting Chinese College Students' Academic Resilience in English as a Foreign Language.
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520 $a Resilience has begun to draw attention in language learning in recent years, since it can help foreign language learners overcome some critical difficulties in the language learning process. In order to deeply understand language learners' academic resilience, the present study adapted and validated a scale measuring undergraduate students' academic resilience in English as a foreign language (EFL) learning in the Chinese context, and then examined the relations among classroom social climate, language mindset, positive L2 self, and academic resilience in EFL learning. The results showed that academic resilience in EFL learning was a multidimensional construct, which includes three subdimensions - negative emotional responses, positive cognition, and perseverance. In addition, structural equation modeling indicated that both environmental (i.e., classroom social climate) and individual (i.e., language mindset and positive L2 self) factors can directly predict students' academic resilience in EFL learning. Also, classroom social climate had a significant impact on students' academic resilience in EFL learning through language mindset and positive L2 self.
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