EFL Students’ Academic Buoyancy: Does Academic Motivation and Interest Matter?

The way students are treated by their teachers have been proven to play a paramount role in students’ performance. Either teachers’ academic buoyancy or academic motivation may change students’ mindset about learning a language, leading to facilitating this process or making it even more demanding t...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Xin Xu [verfasserIn] Bin Wang [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	academic buoyancy academic motivation foreign language learning interest academic studies

Übergeordnetes Werk:	In: Frontiers in Psychology - Frontiers Media S.A., 2010, 13(2022)
Übergeordnetes Werk:	volume:13 ; year:2022

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3389/fpsyg.2022.858054

Katalog-ID:	DOAJ045644071

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title	EFL Students’ Academic Buoyancy: Does Academic Motivation and Interest Matter?
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title_sort	efl students’ academic buoyancy: does academic motivation and interest matter?
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title_auth	EFL Students’ Academic Buoyancy: Does Academic Motivation and Interest Matter?
abstract	The way students are treated by their teachers have been proven to play a paramount role in students’ performance. Either teachers’ academic buoyancy or academic motivation may change students’ mindset about learning a language, leading to facilitating this process or making it even more demanding than it seems. Considering that, it can be taken into account how important teachers’ academic buoyancy would be and its mediators such as academic motivation should draw precise attention to themselves. However, a few studies have been conducted about this pivotal role so far. To fill this gap, this review paper provides a glimpse at the underlying roles of academic buoyancy and academic motivation and interest. Furthermore, it presents the definitions and applications of each construct. Finally, some implications and future recommendations are put forward to enthusiastic scholars.
abstractGer	The way students are treated by their teachers have been proven to play a paramount role in students’ performance. Either teachers’ academic buoyancy or academic motivation may change students’ mindset about learning a language, leading to facilitating this process or making it even more demanding than it seems. Considering that, it can be taken into account how important teachers’ academic buoyancy would be and its mediators such as academic motivation should draw precise attention to themselves. However, a few studies have been conducted about this pivotal role so far. To fill this gap, this review paper provides a glimpse at the underlying roles of academic buoyancy and academic motivation and interest. Furthermore, it presents the definitions and applications of each construct. Finally, some implications and future recommendations are put forward to enthusiastic scholars.
abstract_unstemmed	The way students are treated by their teachers have been proven to play a paramount role in students’ performance. Either teachers’ academic buoyancy or academic motivation may change students’ mindset about learning a language, leading to facilitating this process or making it even more demanding than it seems. Considering that, it can be taken into account how important teachers’ academic buoyancy would be and its mediators such as academic motivation should draw precise attention to themselves. However, a few studies have been conducted about this pivotal role so far. To fill this gap, this review paper provides a glimpse at the underlying roles of academic buoyancy and academic motivation and interest. Furthermore, it presents the definitions and applications of each construct. Finally, some implications and future recommendations are put forward to enthusiastic scholars.
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title_short	EFL Students’ Academic Buoyancy: Does Academic Motivation and Interest Matter?
url	https://doi.org/10.3389/fpsyg.2022.858054 https://doaj.org/article/e8d1d8f8dc4b46eda2192092c7663175 https://www.frontiersin.org/articles/10.3389/fpsyg.2022.858054/full https://doaj.org/toc/1664-1078
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