Students’ motivation and learning behavior are significantly impacted by parents’ participation and investment. It has been demonstrated that parental investment behavior could exert a direct effect on students’ L2 Motivational Self System (L2MSS) mediated by parental investment belief. Nevertheless, the relationship between components of parental investment behavior and students’ language learning motivation remains a topic necessitating further scholarly investigation. In response to this gap, we conducted a quantitative study involving a survey of 900 high school students to explore the relationship between students’ English learning motivation, as conceptualized by the L2 Motivational Self System and parental investment behavior based on a four-component model. The findings in this study indicated that high school students exhibited moderate levels of L2MSS and relatively low levels of parental investment behavior. Moreover, students’ L2MSS was found to have a significant positive correlation with the global parental investment behavior, with parental emotional investment behavior emerging as a positive predictor of high school students’ L2MSS. These results underscore the importance of parental provision of sufficient economic, relationship, knowledge, and emotional support in cultivating a nurturing and supportive familial context conducive to the development of students’ positive future selves.

With the widespread adoption of synchronous online instruction, concerns have arisen regarding teachers’ professional functioning in this new context. While previous studies have extensively explored teacher psychology, the control-value theory (CVT) provides additional insights into teachers’ experiences. As limited research has specifically addressed the psychological experiences of primary school teachers in online teaching settings, this study investigated the relationships among teachers’ online self-efficacy, anxiety, and engagement through the CVT framework.

The academic study of work engagement among pre-service teachers during their practicum has been notably sparse, with even fewer investigations examining the influence of environmental stimuli on their engagement levels and the role of individual psychological and emotional factors throughout the practicum. To address this research gap, the present study, informed by the Stimulus–Organism–Response (SOR) theory, has developed a structural equation model. This model posits teacher support and peer support as stimuli, L2 grit and the foreign language teaching enjoyment as the organism, and the work engagement of pre-service teachers as the behavioral response. A quantitative survey was conducted among 516 preservice EFL teachers to examine the relationships among variables in the model. Findings showed direct predictions of work engagement by teacher support, L2 grit, and FLTE. L2 grit and FLTE sequentially mediated the relationship between teacher and peer support and work engagement. This study identified the factors influencing preservice EFL teachers’ work engagement, contributing to a deeper understanding of their psychological characteristics and emotional experiences during the teaching practicum. Additionally, the study offers practical implications for universities and internship schools to enhance preservice teachers’ work engagement during the practicum.

The growing emphasis on positive psychology in second language acquisition research has underscored the critical role of learners' psychological strengths in mitigating negative emotions during foreign language learning. Nevertheless, the mechanisms by which resilience counteracts affective challenges and facilitates successful outcomes, as well as the functioning of its specific dimensions (i.e., self-regulation, empathy, and social skills), remain underexplored. To address this gap, this study adopted a quantitative design to examine the relationships among resilience, anxiety, and academic achievement among a cohort of 863 Chinese senior high school students learning English as a foreign language. Participants completed a questionnaire assessing psychological and affective variables. The structural equation modelling (SEM) results indicated that: (a) The three dimensions of English learning resilience (i.e., self-regulation, sociability, and empathy) each had a direct negative effect on foreign language anxiety and a direct positive effect on academic achievement; (b) Foreign language anxiety exhibited a direct negative effect on academic achievement. Additionally, the analysis suggested an indirect effect of English learning resilience components on academic achievement through foreign language anxiety. Theoretically, these findings provide empirical evidence for a mediating mechanism through which resilience may influence academic success, highlighting that its benefit may operate not merely by the absence of negative emotions but also through the presence of adaptive strengths. Pedagogically, the results point to the potential value of integrating strategies to foster learners' self-regulatory capacities and social-emotional competencies, which could help alleviate anxiety and support academic performance.

Background: Resilience is crucial for medical college students to thrive in the highly stressful environment of medical education. However, the prevalence of problematic internet use (PIU) in this population may negatively i... | Find, read and cite all the research you need on Tech Science Press