Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit

Social comparison of fitness social media postings by fitness app users

Abstract Prosocial behavior acting as a precondition for shaping ideal interpersonal relationships, is curial in the development of a person’s social competence. This study examined the association between empathy and prosocial behavior in a sample of 1171 adolescents in China. An empathy questionnaire, social support rating scale, and helping attitude scale were applied in the study. Empathy had an influence on prosocial behavior through social support as a mediating factor. The mediating effect of social support between empathy and prosocial behavior was mainly manifested through perceived social support. The current findings imply that cultivating the empathy of adolescents and promoting their perceived social support may be effective to enhancing their prosocial behavior. 

https://www.nature.com/articles/s41599-022-01296-0.pdf

Examining the relationship of empathy, social support, and prosocial behavior of adolescents in China: a structural equation modeling approach

Abstract Despite previous research on adolescence points to an association between social competence and well-being, limited knowledge is available. Most studies have documented a one-way pattern of influence, although reciprocity has also been suggested. However, they mainly use a cross-sectional design, do not focus on psychological well-being, and do not use integrative and multidimensional constructs. From a eudaimonic approach to well-being and situation-specific to social competence, this study aimed to: (1) explore the factorial structure of the dimensions assessed; (2) analyse the longitudinal relationship between psychological well being and social competence during adolescence; and (3) examine psychological well-being and social competence levels and their stability over time. The sample consisted of 662 adolescents aged between 14 and 16 years old (Time 1 M age = 14.63; SD = 0.64; 51% girls). Structural equation analysis confirmed the existence of second-order factors, showing evidence of a positive and bidirectional relationship between psychological well-being and social competence. Results also revealed medium–high levels in both constructs, which remained stable over time. These findings highlight the importance of promoting both psychological well-being and social competence to achieve successful, healthy development. 

/pdf/psychological-well-being-and-social-competence-during-11xv9u2p.pdf

Psychological Well-Being and Social Competence During Adolescence: Longitudinal Association Between the Two Phenomena

Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Chinese adolescents' achievement goal profiles and their relation to academic burnout, learning engagement, and test anxiety

The role of perceived parent social comparisons in adolescent academic social comparison, self-efficacy, and self-handicapping: A person-centered approach

The purpose of this study was to examine (a) whether social support relates to subjective well-being (SWB) directly and indirectly through emotion regulation (including cognitive reappraisal and expressive suppression) and prosocial behavior in adolescents and (b) whether such associations differ across gender. A total of 512 Chinese adolescents ranging in age from 10 to 17 were surveyed. Results showed that cognitive reappraisal and prosocial behavior mediated the relationship between social support and SWB; moreover, multigroup analyses indicated gender differences. For male adolescents, only indirect pathways through cognitive reappraisal and prosocial behavior from social support to SWB were significant. For female adolescents, a significant direct pathway from social support to SWB was also found. Applications and limitations are discussed.

From Social Support to Adolescents’ Subjective Well-Being: the Mediating Role of Emotion Regulation and Prosocial Behavior and Gender Difference

Although boredom is a negative emotion that students frequently experience in the process of learning English, boredom in language learning has received scant research attention in terms of its structure, levels and impact on language learning engagement. To fill this gap, the study focused on data obtained from 1157 high school students in six different areas of mainland China via a questionnaire. Exploratory factor analysis revealed a binary structure of English learning boredom (ELB) and a tri-structure of English learning engagement (ELE). The Pearson correlation showed a low-to-moderate correlation between ELB and ELE. On the basis of our results, we present this study’s pedagogical implications.

/pdf/examining-the-complexity-between-boredom-and-engagement-in-1qdknvo5.pdf

Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students

The purpose of this study was to investigate whether young teachers’ Big Five personality traits relate to work engagement and job satisfaction directly and indirectly via teaching style, specifically autonomy-supportive and controlling styles. A total of 1887 Chinese teachers (Mage = 27.30, SD = 2.93) completed an online questionnaire. Results from structural equation modeling revealed significant effects of teachers’ personalities on work engagement and job satisfaction, showing that both teaching styles mediated the relationship between four of the personality traits (except extraversion) and work engagement and job satisfaction. Higher openness, agreeableness, and conscientiousness and lower neuroticism related more with autonomy-supportive teaching and less with controlling teaching; these four traits in turn related more with work engagement and job satisfaction. Findings highlight the role of personality and teaching style in teacher-related outcomes and indicate the necessity of promoting an adaptive teaching style to facilitate teacher development.

Influence of personality on work engagement and job satisfaction among young teachers: mediating role of teaching style

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