Yahya Hejazi
Biographic Data
| ID | 3075789 |
|---|---|
| NAME | Yahya Hejazi |
| GIVEN NAMES | Yahya |
| FAMILY NAME | Hejazi |
| SIGNATURE | HEJAZI Y |
| AFFILIATIONS | Semnan University |
| ORCID | 0000-0002-4213-3659 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Growth teaching mindset and work engagement
How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
Ideal L2 self and foreign language achievement
Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners
Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students sel…
Growth language mindset and willingness to communicate
As various contextual and individual difference factors determine how and when mindsets may influence learning outcomes, burgeoning L2 research has recently addressed the role of growth language mindset (GLM) in different learning outcomes such as L2 Willingness to Communicate (WTC). Since little is known about the underlying mechanism through which GLM may contribute to WTC, a highly desirable goal of L2 education and an important criterion for …
Are teachers with better quality of work life more innovative? The mediating roles of psychological empowerment and teaching mindsets
Are teachers with better quality of work life (QWL) more innovative, and why? This study examined the relationship between teachers' QWL and their innovative behaviours, alongside the potential underlying mechanisms through psychological empowerment and teaching mindsets. A total of 321 elementary teachers completed a questionnaire. Path analysis demonstrated a significant positive association between QWL and innovative teaching behaviours. Moreo…
The Relative Importance of Growth Teaching Mindset, Emotions, and Self‐Efficacy in Teachers’ Grit
Considering the demanding and challenging nature of the teaching profession in general and foreign/second language (L2) teaching contexts in particular, there is a need to examine protective psychological resources such as grit—conceptualized as the inclination to show consistent interest and perseverance in times of setbacks and failures—among L2 teachers. Given the recently emerging status of the L2 research on grit and the multitude of factors…
How does teacher support contribute to learners’ grit? The role of learning enjoyment
Learning English as a Foreign Language (EFL) is a lengthy, demanding, and challenging process, which requires learners’ L2 grit relating to their perseverance of effort and consistency of interest. Motivated by the growing body of research on L2 grit over the past few years, this study examined the role of perceived teacher support and learning enjoyment as two important learner external and internal factors, respectively, in promoting EFL learne…
The effect of teacher support on academic engagement
Teacher support, growth language mindset, and academic engagement
The Structural Relationship Between Teacher Support and Willingness to Communicate
How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system
EAP in the expanding circle
Teacher support and academic engagement among EFL learners
EAP in the expanding circle
Teacher support and academic engagement among EFL learners
How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system
How does teacher support contribute to learners’ grit? The role of learning enjoyment
Learning English as a Foreign Language (EFL) is a lengthy, demanding, and challenging process, which requires learners’ L2 grit relating to their perseverance of effort and consistency of interest. Motivated by the growing body of research on L2 grit over the past few years, this study examined the role of perceived teacher support and learning enjoyment as two important learner external and internal factors, respectively, in promoting EFL learne…
The effect of teacher support on academic engagement
Teacher support, growth language mindset, and academic engagement
The Structural Relationship Between Teacher Support and Willingness to Communicate
How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
Ideal L2 self and foreign language achievement
Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners
Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students sel…
Growth language mindset and willingness to communicate
As various contextual and individual difference factors determine how and when mindsets may influence learning outcomes, burgeoning L2 research has recently addressed the role of growth language mindset (GLM) in different learning outcomes such as L2 Willingness to Communicate (WTC). Since little is known about the underlying mechanism through which GLM may contribute to WTC, a highly desirable goal of L2 education and an important criterion for …
Are teachers with better quality of work life more innovative? The mediating roles of psychological empowerment and teaching mindsets
Are teachers with better quality of work life (QWL) more innovative, and why? This study examined the relationship between teachers' QWL and their innovative behaviours, alongside the potential underlying mechanisms through psychological empowerment and teaching mindsets. A total of 321 elementary teachers completed a questionnaire. Path analysis demonstrated a significant positive association between QWL and innovative teaching behaviours. Moreo…
The Relative Importance of Growth Teaching Mindset, Emotions, and Self‐Efficacy in Teachers’ Grit
Considering the demanding and challenging nature of the teaching profession in general and foreign/second language (L2) teaching contexts in particular, there is a need to examine protective psychological resources such as grit—conceptualized as the inclination to show consistent interest and perseverance in times of setbacks and failures—among L2 teachers. Given the recently emerging status of the L2 research on grit and the multitude of factors…
Growth teaching mindset and work engagement
Psychology (14 works) · Mathematics education (13 works) · Social Psychology (12 works) · Pedagogy (8 works) · Computer Science (7 works) · Grit, Self-Efficacy, and Motivation (6 works) · Mindset (6 works) · Education, Achievement, and Giftedness (5 works) · EFL/ESL Teaching and Learning (5 works) · Foreign language (5 works)