Literaturnachweis - Detailanzeige
| Autor/inn/en | Xie, Xuyue; Guo, Jidong |
|---|---|
| Titel | Influence of Teacher-and-Peer Support on Positive Academic Emotions in EFL Learning: The Mediating Role of Mindfulness |
| Quelle | In: Asia-Pacific Education Researcher, 32 (2023) 4, S.439-447 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0119-5646 |
| DOI | 10.1007/s40299-022-00665-2 |
| Schlagwörter | Teacher Student Relationship; Peer Relationship; Emotional Response; Academic Achievement; Positive Attitudes; English (Second Language); English Language Learners; Metacognition; Foreign Countries; China |
| Abstract | With the advent of positive psychology, the role of positive emotions has received more attention. This study explores the relationship among teacher-and-peer support, mindfulness, and positive academic emotions in EFL learning among non-English majors in China. The results reveal that teacher-and-peer support and mindfulness positively predict positive academic emotions. Besides, mindfulness plays a mediating role between teacher-and-peer support and positive academic emotions. Based on the findings, this paper suggests that teachers could try to enhance teacher-and-peer support and improve students' mindfulness so as to help learners regulate their emotions as well as achieve better academic performance in English learning. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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