The Relationship Between Senior High School Students' English Learning Hope and English Learning Effort
The advent of the "positive psychology turn" in applied linguistics has brought increased attention to psychological constructs such as hope.
- Pub. date: December 15, 2024
- Online Pub. date: November 21, 2024
- Pages: 165-177
- 3 Downloads
- 5 Views
- 0 Citations
The advent of the "positive psychology turn" in applied linguistics has brought increased attention to psychological constructs such as hope, which significantly impact students’ academic performance, including their effort. However, the intricate relationships among these factors remain underexplored. To address this gap, the present study employs a mixed-methods approach to investigate how specific dimensions of students' hope influence their efforts. A sample of 711 Chinese senior high school students studying English as a foreign language participated by completing questionnaires assessing their levels of hope and effort. Findings from structural equation modeling indicate that pathways, a dimension of hope, directly and positively affect students' efforts in learning a foreign language. This research provides valuable insights for educators, highlighting the importance of fostering hope in English learning to enhance students' strategic approaches to language acquisition and support their academic progress.
Keywords: Hope, effort, English as a foreign language, correlation.
0
References
Beckett, C., Eriksson, L., Johansson, E., & Wikström, C. (2018). Multivariate data analysis. In W. S. Schlindwein & M. Gibson (Eds.), Pharmaceutical quality by design: A practical approach (pp. 201-225). John Wiley & Sons Ltd. https://doi.org/10.1002/9781118895238.ch8
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Carbonaro, W. (2005). Tracking students’ effort and academic achievement. Sociology of Education, 78(1), 27-49. https://doi.org/10.1177/003804070507800102
Chu, W., Yan, Y., Wang, H., & Liu, H. (2024). Visiting the studies of resilience in language learning: From concepts to themes. Acta Psychologica, 244, Article 104208. https://doi.org/10.1016/j.actpsy.2024.104208
Cowan, N. (2005). Working memory capacity. Psychology Press. https://doi.org/10.4324/9780203342398
Dewaele, J.-M., & Li, C. (2020). Emotions in Second Language Acquisition: a critical review and research agenda. Foreign Language World, 196(1), 34-49.
Dewaele, J.-M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 263-286). Routledge. https://doi.org/10.4324/9781351190558
Dörnyei (2005). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Duan, S., Han, X., Li, X., & Liu, H. (2024). Unveiling student academic resilience in language learning: a structural equation modelling approach. BMC Psychology, 12, Article 177. https://doi.org/10.1186/s40359-024-01665-1
Gao, Y.-H., Cheng, Y., Zhao, Y., & Zhou, Y. (2003). Yingyu xuexi yu ziwo rentong bianhua-dui daxue benkesheng de dingliang kaocha [English learning motivational intensity and changes of self-identity: A quantitative investigation on Chinese college undergraduates]. Foreign Languages and Their Teaching, 5(5), 25-28.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-19). University of Hawaii Press.
Gilman, R., Dooley, J., & Florell, D. (2006). Relative levels of hope and their relationship with academic and psychological indicators among adolescents. Journal of Social and Clinical Psychology, 25(2), 166-178. https://doi.org/10.1521/jscp.2006.25.2.166
Guo, G., Lu, X., & Liu, H. (2024). Demystifying the relationship between Students’ L2 Grit and L2 [Manuscript submitted for publication]. School of Foreign Languages, Soochow University.
Hair, J. F., Black, W. C., Barbin, B. J., & Anderson, R. E. (2018). Multivariate data analysis (8th ed.). Cengage.
Idan, O., & Margalit, M. (2014). Socioemotional self-perceptions, family climate, and hopeful thinking among students with learning disabilities and typically achieving students from the same classes. Journal of Learning Disabilities, 47(2), 136-152. https://doi.org/10.1177/0022219412439608
Johnson, M. K., Crosnoe, R., & Elder, G. H. (2001). Students’ attachment and Academic Engagement: The role of race and Ethnicity. Sociology of Education, 74(4), 318-340. https://doi.org/10.2307/2673138
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Levi, U., Einav, M., Ziv, O., Raskind, I., & Margalit, M. (2014). Academic expectations and actual achievements: The roles of hope and effort. European Journal of Psychology Education, 29, 367-386. https://doi.org/10.1007/s10212-013-0203-4
Li, X., Duan, S., & Liu, H. (2023). Unveiling the predictive effect of students’ perceived EFL teacher support on academic achievement: The mediating role of academic buoyancy. Sustainability, 15(13), Article 10205. https://doi.org/10.3390/su151310205
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control, teacher-student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 25(1), 51-64. https://doi.org/10.1016/j.ecresq.2009.07.005
Liu, H. (2024). Demystifying the relationship between parental investment in learners’ English learning and learners’ L2 Motivational Self System in the Chinese context: A Bourdieusian capital perspective. International Journal of Education Development, 104, Article 102973. https://doi.org/10.1016/j.ijedudev.2023.102973
Liu, H., & Han, X. (2022). Exploring senior high school students’ English academic resilience in the Chinese context. Chinese Journal of Applied Linguistics, 45(1), 49-68. https://doi.org/10.1515/CJAL-2022-0105
Liu, H., Jiang, Y., & Zhou, X. (2024). Unveiling the effects of enjoyment and hope on students’ English learning effort [Manuscript submitted for publication]. School of Foreign Languages, Soochow University.
Liu, H., & Li, X. (2023). Unravelling students’ perceived EFL teacher support. System, 115, Article 103048. https://doi.org/10.1016/j.system.2023.103048
Liu, H., Li, X., & Yan, Y. (2023). Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: The mediating role of L2 grit. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2023.2223171
Liu, H., & Song, X. (2021). Exploring “Flow” in young Chinese EFL learners’ online English learning activities. System, 96, Article 102425. https://doi.org/10.1016/j.system.2020.102425
Liu, H., Zhong, Y., Chen, H., & Wang, Y. (2023). The mediating roles of resilience and motivation in the relationship between students’ English learning burnout on engagement: A conservation-of-resources perspective. International Review of Applied Linguistics in Language Teaching. Advance online publication. https://doi.org/10.1515/iral-2023-0089
MacIntyre, P. D., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning (pp. 103-118). Palgrave Macmillan. https://doi.org/10.1057/9781137032829_8
Martin, A. J. (2015). Academic buoyancy and academic mindset: Exploring their role in predicting academic resilience. Journal of Research in Educational Psychology, 13(2), 411-428. https://doi.org/10.1016/j.jsp.2007.01.002
Mercer, S., MacIntyre, P., Gregersen, T., & Talbot, K. (2018). Positive language education: Combining positive education and language education. Theory and Practice of Second Language Acquisition, 4(2), 11-31. https://journals.us.edu.pl/index.php/TAPSLA/article/view/7011
Merenda, P. F. (1997). A guide to the proper use of factor analysis in the conduct and reporting of research: Pitfalls to avoid. Measurement and Evaluation in Counseling and Development, 30(3), 156-164. https://doi.org/10.1080/07481756.1997.12068936
Miller, J. F., & Powers, M. J. (1988). Development of an instrument to measure hope. Nursing Research, 37(1), 6-10. https://doi.org/10.1097/00006199-198801000-00002
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135. https://doi.org/10.1037/a0013383
Plonsky, L., & Gonulal, T. (2015). Methodological synthesis in quantitative L2 research: A review of reviews and a case study of exploratory factor analysis. Language Learning, 65(S1), 9-36. https://doi.org/10.1111/lang.12111
Rand, K. L. (2009). Hope and optimism: Latent structures and influences on grade expectancy and academic performance. Journal of Personality, 77(1), 231-260. https://doi.org/10.1111/j.1467-6494.2008.00544.x
Rose, H., Mckinley, J., & Baffoe-Djan, J. B. (2019). Data collection research methods in applied linguistics. Bloomsbury. https://doi.org/10.5040/9781350025875
Schweder, S., & Raufelder, D. (2022). Adolescents' enjoyment and effort in class: Influenced by self-directed learning intervals. Journal of School Psychology, 95, 72-89. https://doi.org/10.1016/j.jsp.2022.09.002
Smerdon, B. A. (1999). Engagement and achievement: Differences between African-American and white high school students. Research in Sociology of Education and Socialization, 12, 103-134.
Snyder, C. R. (2000). Handbook of hope: Theory, measures, and applications. Academic Press.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570-585. https://doi.org/10.1037//0022-3514.60.4.570
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., III, & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820-826. https://doi.org/10.1037/0022-0663.94.4.820
Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97(6), 1115-1128. https://doi.org/10.1037/a0017048
Ushioda, E. (2013). Foreign language motivation research in Japan: An ‘insider’ perspective from outside Japan. In M. Apple, D. Da Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp. 1-14). Multilingual Matters. https://doi.org/10.21832/9781783090518-003
Wang, X., & Liu, H. (2024). Exploring the moderation roles of emotions, attitudes, environment, and teachers on the impact of motivation on learning behaviours in students’ English learning. Psychological Reports. Advance online publication. https://doi.org/10.1177/00332941241231714
Wang, Y., & Liu, H. (2022). The mediating roles of boredom and buoyancy in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners. Frontiers in Psychology, 13, Article 992279. https://doi.org/10.3389/fpsyg.2022.992279
Woodrow, L. (2014). Writing about quantitative research in applied linguistics. Palgrave Macmillan.
Yeung, A. S. (2011). Student self-concept and effort: Gender and grade differences. Educational Psychology, 31(6), 749-772. https://doi.org/10.1080/01443410.2011.608487
Yu, S., & Liu, H. (2024). Longitudinal detection of directed motivational currents in L2 learning: Motivated behaviours and emotional responses. Current Psychology, 43, 7497-7510. https://doi.org/10.1007/s12144-023-04945-y