Severity: Warning
Message: file_get_contents(https://...@pubfacts.com&api_key=b8daa3ad693db53b1410957c26c9a51b4908&a=1): Failed to open stream: HTTP request failed! HTTP/1.1 429 Too Many Requests
Filename: helpers/my_audit_helper.php
Line Number: 176
Backtrace:
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 176
Function: file_get_contents
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 250
Function: simplexml_load_file_from_url
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 1034
Function: getPubMedXML
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 3152
Function: GetPubMedArticleOutput_2016
File: /var/www/html/application/controllers/Detail.php
Line: 575
Function: pubMedSearch_Global
File: /var/www/html/application/controllers/Detail.php
Line: 489
Function: pubMedGetRelatedKeyword
File: /var/www/html/index.php
Line: 316
Function: require_once
Students are the products of educational system and every strategy taken in education may foster or hinder their learning progress. Efficient instruction is achieved when emotional and cognitive heath of the learners is warranted. Despite the critical roles of Academic Buoyancy (AB), L2 grit, Academic Emotion Regulation (AER), and Personal Best (PB), studies on their reciprocal relationships are still under shadow. Thus, this investigation suggested a model to depict the interplay among AB, L2 grit, AER, and PB. In so doing, The Academic Buoyancy Scale (ABS), The Language-domain-specific Grit Scale (L2-Grit S), The Academic Emotion Regulation Questionnaire (AERQ), and The Personal Best Scale (PBS) were distributed to 435 Iranian EFL university learners at BA level. The data screening based on Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) reflected that buoyant as well as gritter EFL learners are more aware of evaluating their academic emotional experiences as well as perusing their goals. More precisely, the mediator roles of AB and L2 grit on AER and PB were uncovered. The implications of this study, which advance psychology of language learning and teaching are thoroughly discussed.
Download full-text PDF |
Source |
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9918774 | PMC |
http://dx.doi.org/10.1016/j.heliyon.2023.e13149 | DOI Listing |
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