The Correspondence Between Students' and Teachers' Views on Teachers' Emotional Scaffolding Strategies in English Classes in Iran.

Academic emotions can play a major role in students' learning in their English classes. The literature about emotional scaffolding strategies is not widely developed; most of the studies merely focus on negative emotions in EFL contexts. However, in today's world of varied psychological elements, it is more critical than ever before to scaffold students' positive emotions to provide more opportunities for their classroom engagement.

Joint Growth Trajectories of Trait Emotional Intelligence Subdomains Among L2 Language Learners: Estimating a Second-Order Factor-of-Curves Model With Emotion Perception.

The present study assessed the developmental dynamics of trait emotional intelligence (TEI) and its subdomains during English as a foreign language (EFL) learning in a longitudinal study. A sample of 309 EFL learners (217 females, 92 males) was used to assess the trajectories of the global factor of TEI and the parallel development of the TEI subdomains over 1 year in the context of the EFL classroom using parallel process modeling (PPM) and factor of curve modeling (FCM). Additionally, emotion perception (EP) was used as a distal outcome to investigate how growth parameters, including intercept and slope factors in a TEI-FCM, influence the distal outcome of EP.

Perfectionism, Self-Efficacy Components, and Metacognitive Listening Strategy Use: A Multicategorical Multiple Mediation Analysis.

The present investigation examined the effect of perfectionism on metacognitive listening strategy (MLS) use through the components of self-efficacy (initiative, effort, and persistence) among a sample of 117 Iranian English as a Foreign Language university students. Cluster analysis was utilized to identify the perfectionistic clusters. The resulting analysis yielded a three-cluster solution (adaptive, maladaptive, and non-perfectionist).