Ali Derakhshan
Biographic Data
| ID | 1056748 |
|---|---|
| NAME | Ali Derakhshan |
| GIVEN NAMES | Ali |
| FAMILY NAME | Derakhshan |
| SIGNATURE | DERAKHSHAN A |
| AFFILIATIONS | Golestan University |
| ORCID | 0000-0002-6639-9339 |
| VERIFIED | Yes |
| TOTAL WORKS | 102 |
| TOTAL CITATIONS | 291 |
| AUTHOR COUNT | 102 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
The potential of AI-driven informal digital learning of English for shaping L2 learners’ willingness to communicate and speaking motivation: Does L2 grit mediate?
Background: Despite growing interest in artificial intelligence (AI)-mediated second or foreign language (L2) learning, little is known about the role of AI-driven informal digital learning of English (AI-IDLE) in shaping learners' communicative intention and motivation. Furthermore, how L2 learner traits such as grit may influence the relationship between AI-IDLE and communicative outcomes remains largely underexplored.Purpose: This study examin…
Introduction: New insights in the study of classroom emotions: innovative research methods for investigating the antecedents and causes of negative emotions in language classrooms
Emotions play a pivotal role in shaping the processes and outcomes of second and foreign language (L2) education. While positive emotions have been widely recognized for their facilitative effects, negative emotional experiences, such as anxiety, boredom, frustration, and burnout, continue to pose significant challenges for both language learners and teachers. Despite growing scholarly interest, research on the dynamics and trajectories of negati…
Factors affecting novice and experienced teachers’ implementation of task-based language teaching under a framework of fidelity of implementation
This qualitative study examined factors mediating a novice’s and an experienced English as a foreign language (EFL) teacher’s different adherence to critical components based on a tentative framework of fidelity of implementation (FoI) for task-based language teaching (TBLT). The 18-week study involved two teachers and 109 students at a Chinese University. Qualitative findings suggested that, compared with the experienced teacher, the novice teac…
The impact of robot-assisted language learning (Rall) on EFL students’ classroom engagement and willingness to attend classes (WTAC): A technology acceptance model (TAM) perspective
Recently, a surge of scholarly attention has been paid to the impacts of Artificial Intelligence (AI) tools on second/foreign language (L2) education. Nonetheless, there is a lack of evidence on the role of AI-assisted robots or robot-assisted language learning (RALL) in English as a foreign language (EFL) students’ psycho-emotional factors and academic behaviors. To address this gap, drawing on the technology acceptance model (TAM), the present …
From Strategy Awareness to Engagement: Self-Regulated Learning Strategies-Based Writing Instruction in L2 Essay Development
The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential exp…
Mapping the synergistic interaction of L2 learners’ writing self-efficacy and writing performance: The serial mediating effects of writing anxiety and motivation
Exploring the Role of AI in EFL Students’ Autonomy, Relatedness, and Competence Through the Lens of Self‐Determination Theory (SDT): A Latent Growth Curve Modeling (LGCM) Analysis
A growing body of research has reported the influence of artificial intelligence (AI) technologies on different areas of second/foreign language (L2) education in recent years. However, there is insufficient research on the role of AI‐mediated L2 education in the fluctuations and changes of learner‐related factors in English as a foreign language (EFL) contexts. Moreover, the interaction of learning theories and AI integration has also been overl…
L2 teachers’ foreign language teaching anxiety (FLTA) in AI-enhanced writing classrooms: A phenomenological nested ecosystem model
“I wonder who I am when my assessment ideas are not respected”: A case-study inquiry into the role of institutional policies in English language teachers’ assessment identity
Although assessment is a significant part of teachers’ professional careers, there are few documented studies on language teachers’ assessment identity. This study drew on a case-study design and examined the role of the institutional context in Iranian English language teachers’ assessment identity. Data were collected from semi-structured interviews, classroom observations, and stimulated recall interviews. Data analyses indicated that local to…
Exploring the Facilitative Factors and Activities Behind Primary School EFL Students' Curiosity and Creativity
Research has widely underscored the role and importance of students' inner variables in their learning process and academic outcomes. Two significant but less attended to constructs pertaining to primary school students are their senses of curiosity and creativity. There may be several driving forces triggering these factors among young English as a foreign language (EFL) learners. However, there is insufficient research on facilitative factors a…
Bilingual Teachers' Perceived Intrapersonal and Interpersonal Identity Conflicts in the Academia: Unpacking the Sources and Outcomes
This qualitative study used individual interviews and narrative frames to understand 21 Iranian bilingual teachers' lived experiences of intrapersonal and interpersonal identity conflicts. The findings based on the data analysis with MAXQDA software showed that teachers experienced different intrapersonal and interpersonal identity conflicts with different sources and outcomes. Intrapersonal conflicts were caused mainly by ‘professional values an…
The Association Between Adolescent EFL Learners' L2 Listening Motivation and Self‐Efficacy: Unpacking the Emotional Bridge of Enjoyment, Boredom and Anxiety
The role of psychoaffective factors in second or foreign language (L2) listening has sparsely been reported in the literature. Moreover, the influence and interplay of learner emotions and motivation on L2 learners' listening self‐efficacy remains underexplored. To bridge this gap, the present research explored how adolescent English as a foreign language (EFL) learners' L2 listening motivation, along with the mediating impact of negative and pos…
Teacher Professionalism and Cognitive‐Affective Factors: The Predictive Power of EFL Teachers' Continuing Professional Development in Their Agency and Reflective Teaching
While the benefits of Continuing Professional Development (CPD) for enhancing pedagogical skills are well documented, its role in shaping teachers' agency and reflective teaching (RT) as cognitive‐affective constructs remains underexplored. Existing studies primarily focus on CPD's impact on instructional effectiveness, leaving a significant gap in understanding how it influences teachers' self‐regulation, professional autonomy, and reflective en…
Unpacking Spanish EFL Teachers' Perceptions About the Role of Artificial Intelligence ( AI ) Technologies in Their Pedagogical Decision‐Making: A Phenomenological Analysis
Research on the use of artificial intelligence (AI) technologies in second/foreign language (L2) education has highlighted their contributions to several teaching and learning areas. However, there is insufficient scholarship regarding the impact of AI adoption on teachers' decision‐making processes in English as a foreign language (EFL) settings. To fill the gap, this phenomenological study explored Spanish EFL teachers' perceptions about the ro…
Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analysis
Reflective teaching (RT) is influenced by a range of cognitive, pedagogical, and psycho‐affective factors in second/foreign language (L2) education. However, empirical evidence on the influence of psycho‐affective variables on teachers' reflectivity remains limited. To address this gap, this study examined the serial mediating effects of teaching enjoyment and vitality on the relationship between cognitive flexibility (CF) and RT. It employed seq…
Self-regulated learning and task engagement: A SEM analysis
A great wealth of investigation has inspected the psycho-emotional aspects of second/foreign language (L2) learning in the past decades. It has been contended that L2 students need capacities to self-regulate and direct their language-learning journey. To do so, they require different strategies to get involved in their own learning process. A group of such crucial strategies concerns self-regulated learning (SRL), which has been increasingly rep…
The interconnection between teacher motivation and identity construction: An interpretative phenomenological approach
Drawing on the interpretative phenomenological approach, this study reports on the nexus between teacher motivation and identity construction. Adopting a theoretical framework that involves the role of self-efficacy, career choice, goals, and motivational sustainers and underminers in teacher motivation and identity construction, we show how historic-sociocultural factors come to profoundly contribute to the teachers’ constructed identities and t…
Demystifying the role of L2 speaking embarrassment and anxiety in the interaction of bilingual learners’ self-efficacy and willingness to communicate (WTC): A multinational serial mediation study
This multinational study sought to uncover the complex relationships among bilingual learners’ self-efficacy, speaking embarrassment, speaking anxiety, and willingness to communicate (WTC) in second and foreign language (L2) classrooms. Using maximum variation sampling, data were collected from 736 bilingual learners across China, Iran, and Kuwait, ensuring a diverse representation of cultural and linguistic contexts. A serial mediation model was…
Modeling the contribution of shame, boredom, and enjoyment to multilingual students’ willingness to communicate in a blended learning environment
While extensive research has explored the influence of emotions on students’ willingness to communicate (WTC) in face-to-face as well as online language classes, there is a notable gap in understanding how emotions such as shame, boredom, and enjoyment impact communication behavior in the context of a hybrid learning environment. To address this gap, the current study investigated the associations among shame, boredom, enjoyment, and WTC. It also…
The relationships between emotion comprehension and language development (verbal fluency and narratives) in preschool children
Revisiting the professional identity of bilingual language teachers: A phenomenological inquiry into non-native English-speaking teachers’ (NNESTs) identity tensions and their coping strategies
Recognizing the critical role of identity tensions and coping strategies in constructing and redefining teachers’ professional identity, many language scholars have endeavored to unravel distinct identity tensions teachers face in language instructional contexts and the unique strategies they adopt to deal with them. However, existing research has predominantly focused on monolingual and native-speaking teachers, overlooking the identity challeng…
Static and dynamic evaluation of ideological and political affordances in and beyond language learning and teaching materials: An ecological affordance theory perspective
A comprehensive evaluation framework should combine static analysis with dynamic usage evaluation to reduce subjectivity in language learning and teaching (LLT) material appraisal and to trace how content representation leads to value realization. This study integrates static and dynamic evaluation via ecological affordance theory, using multimodal critical discourse analysis, Q methodology, and retrospective interviews to examine ideological and…
Leveraging translanguaging in GenAI-enhanced language classes: Capturing its impact on multilingual English learners’ achievement emotions and academic engagement through latent growth curve modelling…
The present research traced the growth trajectories of multilingual English learners’ achievement emotions and academic engagement in generative artificial intelligence (GenAI)-enhanced classes and examined the effects of translanguaging pedagogy as an emotional scaffolding strategy in this context. Using purposive sampling, 342 multilingual English learners were selected and randomly assigned to either a control group or a treatment group. Data …
Unpacking the Factors Shaping Tesol Teachers' GenAI Literacy From an Ecological Perspective
In the past couple of years, the use of Generative Artificial Intelligence (GenAI) technologies has received increasing attention in academic contexts. However, the overall ecological system of GenAI literacy has remained unclear to scholars and educators in English as a foreign language (EFL) settings. To fill the gap, the present study employed Bronfenbrenner's (1977) ecological system theory to evince factors that shape Chinese TESOL teachers'…
EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation: A motivational climate theory (MCT) perspe…
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers
Boredom in online classes in the Iranian EFL context: Sources and solutions
Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions
Classroom social climate, growth language mindset, and student engagement: The mediating role of boredom in learning English as a foreign language
This study aimed to test a model of classroom social climate, growth language mindset, boredom, and student engagement among English as a foreign language (EFL) learners. In addition, the mediating role of boredom in this structural model was examined. To this end, 287 English major students from various universities in Iran participated in the study by completing valid measures of the four constructs under investigation. The construct validity o…
Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context
The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries
Due to the novelty of the concept of language teacher immunity, conceptualised as a robust armouring system that helps language teachers cope with threats to their well-being, scant multi-cultural research has been dedicated to the investigation of its correlates. The present study seeks to explore the interplay of immunity, psychological well-being, and work engagement among 1135 English as a foreign language (EFL)teachers from four Asian countr…
Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach
This study intended to explore the relations between 259 Turkish EFL students’ L2 grit (i.e. the persistence of effort and consistency of interest) and boredom coping strategies (i.e. cognitive approach, behavioural approach, cognitive avoidance, and behavioural avoidance) as well as the moderating role of their emotion regulation strategies, viz., reappraisal and suppression. The results of the structural equation modelling (SEM) indicated stron…
Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being: The Roles of Language Teachers' Affective Scaffolding
Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions
Artificial intelligence (AI) is influencing different aspects of human life. An AI‐powered technology, which has been recently released, is ChatGPT. It is a cutting‐edge technology that influences second/foreign language (L2) education. Although there is increasing research on the benefits and misfits of this chatbot in different disciplines, L2 education lacks a thorough investigation. To fill this lacuna, this phenomenographic study examined th…
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
Drawing on the control-value theory, this cross-cultural research inspected the association between positive activating emotions, namely pride, hope, and enjoyment, and academic engagement among Chinese and Iranian EFL students. This study also looked into the role of these positive emotions in predicting Chinese and Iranian students' academic engagement. Using a maximum variation sampling technique, 346 Chinese and 353 Iranian EFL students were …
An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit
This study sought to probe the relationship between perceived affective L2 teacher variables (i.e. teacher support, teacher enthusiasm, and teacher appreciation) and students’ L2 grit. Drawing on a quantitative research design and a sample of 285 Turkish ELT undergraduate students, we employed structural equation modelling (SEM) analysis to identify the interplay among these latent affective L2 teacher variables and their subcomponents, and the w…
Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study
With the emergence of the positive psychology trend, studying teacher resilience has gained tremendous momentum in mainstream education. Nonetheless, it has yet remained an underappreciated concept in English language education and research. The challenges that teachers experience in maintaining their resilience have also been the focus of a limited number of inquiries. To address these gaps, the present investigation set out to explore the chall…
EFL teachers’ generative artificial intelligence (GenAI) literacy: A scale development and validation study
From positive psychology to existential positive psychology (EPP): New directions for theory, research, and practice
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies
A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: Evidence from Iran and Kuwait
The present mixed-methods cross-cultural study probed the association between bilingual English teachers' enjoyment, passion, and desire for professional development from the Iranian and Kuwaiti teachers' standpoints. In doing so, a random sample of bilingual English teachers (N = 426) was chosen from educational institutions in Iran and Kuwait. Then, using self-report questionnaires and semi-structured interviews, participants' beliefs and attit…
Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagemen…
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context
The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners
The aim of the present study was to evaluate the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy of Iranian English as a foreign language (EFL) learners. To this end, a sample of 52 English major learners of two intact classes from a university in Iran was employed as the participants of the study. The intact groups were randomly assigned to an…
Leveraging translanguaging in GenAI-enhanced language classes: Capturing its impact on multilingual English learners’ achievement emotions and academic engagement through latent growth curve modelling…
The present research traced the growth trajectories of multilingual English learners’ achievement emotions and academic engagement in generative artificial intelligence (GenAI)-enhanced classes and examined the effects of translanguaging pedagogy as an emotional scaffolding strategy in this context. Using purposive sampling, 342 multilingual English learners were selected and randomly assigned to either a control group or a treatment group. Data …
Does Artificial Intelligence (AI) Nurture or Hinder Language Learners' Higher‐ Order Thinking Skills (Hots)? A Phenomenological Study on L2 Learners' Perspectives and Lived Experiences
The integration of artificial intelligence (AI) in language classrooms has sparked some debates among academics and educators regarding the potential implications of this advanced technology for learners’ cognitive development. To resolve these debates, some research studies have recently probed the influences of AI technologies on students’ higher‐order thinking skills (HOTS), which are crucial for creativity, critical thinking, and problem‐solv…
Exploring the Perceived Attitudes, Motivation, and Influencing Factors of Translanguaging Among Teachers of Chinese as an Additional Language From an Activity Theory Lens
Teachers’ perceptions of translanguaging have been garnering incremental scholarship in recent years. However, little attention has been paid to the perceptions of translanguaging among teachers of Chinese as an additional language (CAL). To address this gap, the present study, theoretically enlightened by activity theory, investigated the perceptions of translanguaging of CAL teachers. Data were collected via a questionnaire survey of 174 CAL te…
The Effect of Consciousness-Raising Listening Prompts on the Development of the Speech Act of Apology in an Iranian EFL Context
In line with the previous bodies of research, the present study in interlanguage pragmatics (ILP) proved that some aspects of pragmatics were amenable to instruction even in foreign language (FL) contexts. However, there are still controversies over the best convenient teaching techniques and appropriate materials. Moreover, production-oriented approaches to teaching pragmatics caused scant practical studies over the perception of the frequent sp…
An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles
It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners' learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature w…
Second Language Pragmatics: From Theory to Research
From Theory to Practice was written as a multidisciplinary collaboration by three outstanding and prolific authors from three different countries, each of whom propounds a different perspective on the field of second language pragmatics (henceforth L2 pragmatics). The main impetus behind the book is to revitalize the field of L2 pragmatics, both theoretically and methodologically, beyond the frameworks which have been highly influenced by politen…
Intercultural communication in Asia: Education, language and values
Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment
The present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessi…
The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students
Although the usefulness of alternative assessment in second language (L2) classrooms has been extensively recognized by scholars, the use of the various types of alternative assessment in English as a Foreign Language (EFL) contexts has not received adequate attention by L2 practitioners. To contribute to this line of research, the present research sought to examine the impact of a portfolio-based writing instruction on writing performance and wr…
The Interplay of Teacher Success, Credibility, and Stroke with Respect to EFL Students’ Willingness to Attend Classes
Given the significance of teacher characteristics in student motivation for class attendance, the present paper aimed to investigate the roles of teacher success, credibility, and stroke in students’ Willingness to Attend Classes (WTAC). To this aim, a total number of 276 undergraduate students majoring in Teaching English as a Foreign Language (TEFL) and English Language and Literature completed four scales: Characteristics of Successful EFL Tea…
The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners
The aim of the present study was to evaluate the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy of Iranian English as a foreign language (EFL) learners. To this end, a sample of 52 English major learners of two intact classes from a university in Iran was employed as the participants of the study. The intact groups were randomly assigned to an…
An Investigation of the Iranian EFL Learners' Perceptions Towards the Most Common Writing Problems
Inasmuch as the fact that writing is a cognitively demanding task and as a step toward overcoming some of the barriers English as a Foreign Language (EFL) learners face during writing performance, this study attempted to investigate Iranian EFL learners' perceptions toward the most common writing difficulties. To this end, 120 Iranian EFL learners from Golestan University, Iran, filled out a reliable and validated questionnaire. The results of th…
A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context
Following the recent special issue in Frontiers in Psychology, entitled “ The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation ,” calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students wit…
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions
In addressing the recent special issue in Frontiers in Psychology , namely “ Positive Psychology in Foreign and Second Language Education: Approaches and Applications ,” calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper ai…
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers
Vocabulary size and depth as predictors of second language speaking ability
Boredom in online classes in the Iranian EFL context: Sources and solutions
Revisiting Research on Positive Psychology in Second and Foreign Language Education: Trends and Directions
With the rise of positive psychology (PP) and its emphasis on the affordances of positive emotions to second/foreign language teaching and learning, numerous studies have been conducted on different PP constructs all over the world. Nonetheless, the status of researching this school of psychology in L2 education is still imprecise. To fill this gap, the present state-of-the-art paper intends to flesh out the conceptualizations, premises, versatil…
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers
Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health
The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process. Simply said, emotional factors play a key role in improving... | Find, read and cite all the research you need on Tech Science Press
Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study
Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions
Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context
Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach
This study intended to explore the relations between 259 Turkish EFL students’ L2 grit (i.e. the persistence of effort and consistency of interest) and boredom coping strategies (i.e. cognitive approach, behavioural approach, cognitive avoidance, and behavioural avoidance) as well as the moderating role of their emotion regulation strategies, viz., reappraisal and suppression. The results of the structural equation modelling (SEM) indicated stron…
Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being: The Roles of Language Teachers' Affective Scaffolding
Biased Social Comparison in the Moment of Crisis: The Better-Than-Average Effect and Covid-19
The better-than-average effect (BTAE) is a mechanism where people perceive oneself as better than others. The BTAE could be one of the phenomena explaining why people follow - in the moment of a global health crisis - guidelines ("I am superior to others, and I [will]) take extra precautions, e.g., a vaccine shot"). In this paper, we investigate the BTAE with 3,066 respondents. In Study 1, in all countries, across two measurements in time, the BT…
Psychology (71 works) · Mathematics education (36 works) · Social Psychology (36 works) · Pedagogy (33 works) · EFL/ESL Teaching and Learning (32 works) · Linguistics (32 works) · Computer Science (21 works) · Social Psychology (17 works) · Sociology (17 works) · Structural equation modeling (17 works)