Zhang Cheng, Mao Lizhi, Li Nanshu, Gu Xiaoye
School of Law, Chongqing University, Chongqing, China.
Department of Sports, University of International Business and Economics, Beijing, China.
Front Psychol. 2022 Jun 10;13:914759. doi: 10.3389/fpsyg.2022.914759. eCollection 2022.
Regarding the constructive function of students' academic engagement in learning a foreign language, understanding the individuals' intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners' academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students' grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students' grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study.
关于学生学业参与在外语学习中的建设性作用，了解影响参与度的个体内部特征已受到关注。为跟上这一研究方向，本研究试图探究毅力和社会情感能力对中国英语学习者学业参与的贡献。为此，方便选取了493名中国英语学生（包括男性和女性）参与本研究。为收集数据，在线发放了一份李克特量表问卷，其中包含关于毅力、社会情感能力和学业参与的三个项目。采用斯皮尔曼等级相关指数、多元回归分析以及方差分析来分析数据。研究结果揭示了中国英语学生的毅力、社会情感能力和学业参与之间存在积极的直接关系。此外，结果表明，与社会情感能力相比，英语学习者的毅力能够更有力地预测学业参与。本研究考虑了这些发现的意义。
