Connecting the Dots to See the Whole: Learner Variables, Wellbeing and Coping Strategies in Student Narratives

Autor/inn/en	Sadeghi, Karim; Abolfazli Khonbi, Zainab
Titel	Connecting the Dots to See the Whole: Learner Variables, Wellbeing and Coping Strategies in Student Narratives
Quelle	In: Innovations in Education and Teaching International, 57 (2020) 1, S.86-96 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2018.1433055
Schlagwörter	Coping; Well Being; English (Second Language); Second Language Learning; Second Language Instruction; Systems Approach; Graduate Students; Majors (Students); Resilience (Psychology); Learning Strategies; Student Attitudes; Multiple Intelligences; Emotional Response; Interpersonal Relationship; Foreign Countries; Language Teachers; Teacher Education Programs; Iran + Suchen Sie Ihr Suchwort? Bewältigung; Well-being; Wellness; Wohlbefinden; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Systemischer Ansatz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Intelligenz (Psy); Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Language teacher; Sprachunterricht
Abstract	Taking a complex dynamic systems perspective and following an adapted theory of wellbeing, the present mixed-methods project looked into the wellbeing of Iranian postgraduate students majoring in English Language Teaching (ELT). The participants included 29 male and 45 female 24-31 year-old students whose language learning histories were analysed for elements of wellbeing and coping strategies. In addition, the impact of learner variables of resiliency, language learning strategy use, multiple intelligences, and language learning aptitude on the participants' wellbeing was investigated. The elements of wellbeing in narratives written by students were found to be emotional responses, accomplishments, meaningful engagement, and relationships in a descending order. Hierarchical multiple regression showed resiliency, language learning strategy use, multiple intelligences, and aptitude (but not gender) affected wellbeing. While male students used accomplishments, meaningful engagement, emotional responses, and relationships as their coping, their female peers used emotional responses, accomplishment, meaningful engagement, and relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01