Araştırma Makalesi
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Yıl 2019, Cilt: 5 Sayı: 3, 495 - 513, 26.11.2019
https://doi.org/10.32601/ejal.651346

Öz

Kaynakça

  • Avey, J. B., Luthans, F., & Youssef, C. M. (2010). The additive value of positive psychological capital in predicting work attitudes and behaviors. Journal of Management, 36, 430–452. https://doi.org/10.1177/0149206308329961 Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127–152. https://doi.org/10.1002/hrdq.20070 Bergheim, K., Nielsen, M. B., Mearns, K., & Eid, J. (2015). The relationship between psychological capital, job satisfaction, and safety perceptions in the maritime industry. Safety Science, 74, 27-36. https://doi.org/10.1016/j.ssci.2014.11.024 Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communication Monographs, 43, 60-69. https://doi.org/10.1080/03637757609375916 Carmona–Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). How psychological capital mediates between study–related positive emotions and academic performance. Journal of Happiness Studies, 20(2), 605-617. https://doi.org/10.1007/s10902-018-9963-5 Carver, C. S., & Scheiver, M. F. (1998). On the self-regulation of behavior. New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139174794 Çavuş, M. F., & Gökçen, A. (2015). Psychological capital: definition, components, and effects. British Journal of Education, Society and Behavioural Science, 5(3), 244-255. https://doi.org/10.9734/BJESBS/2015/12574 Çetinkaya, Y. B. (2005). Turkish college students’ willingness to communicate in English as a foreign language (Unpublished doctoral dissertation). The Ohio State University, Columbus, Ohio. Charos, C. (1994). Personality and individual differences as predictors of second language communication: A causal analysis. (Unpublished honors thesis). University of Ottawa, Canada. Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55(4), 613-659. https://doi.org/10.1111/j.0023-8333.2005.00319.x Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3), 260-270. https://doi.org/10.1080/17439760.2016.1257056 Datu, J. A. D., & Valdez, J. P. M. (2016). Psychological capital predicts academic engagement and well-being in Filipino high school students. The Asia Pacific Education Researcher, 25, 399–405. https://doi.org/10.1007/s40299-015-0254-1 Diseth, A. (2011). Self-efficacy, goal orientation and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21, 191–195. https://doi.org/10.1016/j.lindif.2011.01.003 Dörnyei, Z. (2001). Main challenges of motivation research. In Z. Dörnyei (Ed.), Teaching and researching motivation (pp. 7-17). Essex, England: Pearson Education. Dörnyei, Z. (2005). The psychology of the language learner. Mahwah, NJ: Lawrence Erlbaum. Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781847691293-003 Dörnyei, Z. (2014). Future self-guides and vision. In K. Csizer & Magid (Eds.), The impact of self-concept on language learning (pp. 7-18). Bristol- Buffalo- Toronto: Multilingual Matters. https://doi.org/10.21832/9781783092383-003 Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Arnold. Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272. https://doi.org/10.1037/h0083787 Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal of Language and Social Psychology, 31(2), 197-211. https://doi.org/10.1177/0261927X12438538 Gilman, R., Dooley, J., & Florell, D. (2006). Relative levels of hope and their relationship with academic and psychological indicators among adolescents. Journal of Social and Clinical Psychology, 25(2), 166-178. https://doi.org/10.1521/jscp.2006.25.2.166 Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118 Islam, M., Lamb, M., & Chambers, G. (2013). The L2 motivational self system and national interest: A Pakistani perspective. System, 41(2), 231-244. https://doi.org/10.1016/j.system.2013.01.025 Karatepe, O. M., & Talebzadeh, N. (2016). An empirical investigation of psychological capital among flight attendants. Journal of Air Transport Management, 55, 193-202. https://doi.org/10.1016/j.jairtraman.2016.06.001 Khajavy, G. H., & Ghonsooly, B. (2017). Predictors of willingness to read in English: testing a model based on possible selves and self-confidence. Journal of Multilingual and Multicultural Development, 38(10), 871-885. https://doi.org/10.1080/01434632.2017.1284853 Khajavy, G. H., Ghonsooly, B., Hosseini, A., Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL Classroom Context. TESOL Quarterly, 50, 154–180. https://doi.org/10.1002/tesq.204 Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624.https://doi.org/10.1017/S0272263117000304 Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.).New York, NY: Guilford Press. Kormos, J., & Csizér, K. (2008). Age‐related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327-355. https://doi.org/10.1111/j.1467-9922.2008.00443.x Larson, M., & Luthans, F. (2006). Potential added of psychological capital in predicting work attitudes. Journal of Leadership and Organizational Studies, 13(1), 45–62. https://doi.org/10.1177/10717919070130010701 Lorenz, T., Beer, C., Pütz, J., & Heinitz, K. (2016). Measuring psychological capital: construction and validation of the compound PsyCap scale (CPC-12). PloS One, 11(4), e0152892. https://doi.org/10.1371/journal.pone.0152892 Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23, 695–706. https://doi.org/10.1002/job.165 Luthans, F., Avey, J. B., Avolio, B. J., Norman, S. M., & Combs, G. M. (2006). Psychological capital development: toward a micro‐intervention. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27(3), 387-393. https://doi.org/10.1002/job.373 Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(5), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business, 87(5), 253-259. https://doi.org/10.1080/08832323.2011.609844 Luthans, F., Norman, S. M., Avolio, B. J., & Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate—employee performance relationship. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 29(2), 219-238. https://doi.org/10.1002/job.507 Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press. MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388. https://doi.org/10.1017/S0272263101003035 MacIntyre, P. D., Clément , R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Makiabadi, H., Pishghadam, R., Meidani, E. N., & Khajavy, G. H. (2019). Examining the Role of Emotioncy in Willingness to Communicate: A Structural Equation Modeling Approach. Revista de Psicodidáctica (English ed.), 24(2), 120-130. https://doi.org/10.1016/j.psicoe.2019.03.003 Markus, H. R., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954- 969. https://doi.org/10.1037/0003-066X.41.9.954 Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal, 11(3), 320-341. https://doi.org/10.1207/s15328007sem1103_2 Masten, A. S., & Reed, M. G. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74–88). New York: Oxford University Press. McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the annual convention of the Speech Communication Association, Denver, CO. McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate and interpersonal communication. Personality and Interpersonal Communication, edited by McCroskey, J. C. & Daly, J. A., 129–159. Newbury Park, CA: Sage. McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspective. Southern Communication Journal, 56, 72–77. https://doi.org/10.1080/10417949009372817 Nelson, D., Cooper, C. L. (Eds.) (2007). Positive organizational behavior: Accentuating the positive at work. Thousand Oaks, CA: Sage. Noels, K. A. (2003). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication styles. In Z. Dörnyei (Ed.), Attitudes, orientations, and motivation in language learning: Advances in theories, researches and applications (pp. 97-136). Malden, MA: Blackwell. https://doi.org/10.1111/1467-9922.53225 Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language Learning, 50(1), 57-85. https://doi.org/10.1111/0023-8333.00111 Norman, S. M., Avey, J. B., Nimnicht, J. L., & Graber Pigeon, N. (2010). The interactive effects of psychological capital and organizational identity on employee organizational citizenship and deviance behaviors. Journal of Leadership and Organizational Studies, 17, 380-391. https://doi.org/10.1177/1548051809353764 Öz, H. (2016). Role of the ideal L2 self in predicting willingness to communicate of EFL students. In İ. H. Mirici, İ. H. Erten, H. Öz, & I. Vodopija-Krstanović (Eds.), Research papers as an Additional Language (pp. 163-182). Rijeka, Croatia: Faculty of Humanities and Social Sciences, University of Rijeka. Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275. https://doi.org/10.1016/j.lindif.2014.12.009 Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38 (3), 467-479. https://doi.org/10.1016/j.system.2010.06.011 Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2× 2 model of L2 self-guides. Studies in Second Language Acquisition, 41(2), 337-361. https://doi.org/10.1017/S0272263118000153 Papi, M., & Teimouri, Y. (2012). Dynamics of selves and motivation: A cross-sectional study in the EFL context of Iran. International Journal of Applied Linguistics, 22(3), 288–309. https://doi.org/10.1111/j.1473-4192.2012.00312.x Peng, J. E. (2015). L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined perspective. The Asia-Pacific Education Researcher, 24 (2), 433–443. https://doi.org/10.1007/s40299-014-0195-0 Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834-876. https://doi.org/10.1111/j.14679922.2010.00576.x Peterson, C., Seligman, M. E. (2004). Character strengths and virtues. Oxford, UK: Oxford University Press. Rand, K.L., Martin, A.D. & Shea, A.M. (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement, Journal of Research in Personality, 45 (6), 683-686. https://doi.org/10.1016/j.jrp.2011.08.004 Riolli, L., Savicki, V., & Richards, J. (2012). Psychological capital as a buffer to student stress. Psychology, 3(12), 1202. https://doi.org/10.4236/psych.2012.312A178 Scales, P. C., Roehlkepartain, E. C., Neal, M., Kielsmeier, J. C., & Benson, P. L. (2006). Reducing academic achievement gaps: The role of community service and service-learning. Journal of Experiential Education, 29(1), 38-60. https://doi.org/10.1177/105382590602900105 Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American Psychologist, 60(5), 410. Seirup, H., & Rose, S. (2011). Exploring the effects of hope on GPA and retention among college undergraduate students on academic probation. Education Research International, 2011, 1-7. https://doi.org/10.1155/2011/381429 Simons, J. C., & Buitendach, J. H. (2013). Psychological capital, work engagement and organizational commitment amongst call center employees in South Africa. SA Journal of Industrial Psychology, 39(2), 1–12. https://doi.org/10.4102/sajip.v39i2.1071 Siu, O. L., Bakker, A. B., & Jiang, X. (2014). 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The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement

Yıl 2019, Cilt: 5 Sayı: 3, 495 - 513, 26.11.2019
https://doi.org/10.32601/ejal.651346

Öz

By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be an influential factor in the language classrooms. Prior studies have emphasized the role that PsyCap plays in management, though little attention has been given to it in education. Therefore, to address this gap, this research intends to assess the role of PsyCap in learners’ second/foreign (L2) willingness to communicate (WTC), L2 motivational self system, and L2 achievement. To achieve this goal, 317 Iranian English as a foreign language (EFL) learners took part in the present study and completed the measures of PsyCap, L2 WTC, and L2 motivational self system. The findings of structural equation modeling demonstrated that the learners’ PsyCap was a positive significant predictor of L2 WTC, L2 motivational self system, and L2 achievement. These findings confirm the influential role of PsyCap in language education. Based on the findings, some recommendations were presented on how to apply PsyCap to the realm of language education.

Kaynakça

  • Avey, J. B., Luthans, F., & Youssef, C. M. (2010). The additive value of positive psychological capital in predicting work attitudes and behaviors. Journal of Management, 36, 430–452. https://doi.org/10.1177/0149206308329961 Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127–152. https://doi.org/10.1002/hrdq.20070 Bergheim, K., Nielsen, M. B., Mearns, K., & Eid, J. (2015). The relationship between psychological capital, job satisfaction, and safety perceptions in the maritime industry. Safety Science, 74, 27-36. https://doi.org/10.1016/j.ssci.2014.11.024 Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communication Monographs, 43, 60-69. https://doi.org/10.1080/03637757609375916 Carmona–Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). How psychological capital mediates between study–related positive emotions and academic performance. Journal of Happiness Studies, 20(2), 605-617. https://doi.org/10.1007/s10902-018-9963-5 Carver, C. S., & Scheiver, M. F. (1998). On the self-regulation of behavior. New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139174794 Çavuş, M. F., & Gökçen, A. (2015). Psychological capital: definition, components, and effects. British Journal of Education, Society and Behavioural Science, 5(3), 244-255. https://doi.org/10.9734/BJESBS/2015/12574 Çetinkaya, Y. B. (2005). Turkish college students’ willingness to communicate in English as a foreign language (Unpublished doctoral dissertation). The Ohio State University, Columbus, Ohio. Charos, C. (1994). Personality and individual differences as predictors of second language communication: A causal analysis. (Unpublished honors thesis). University of Ottawa, Canada. Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55(4), 613-659. https://doi.org/10.1111/j.0023-8333.2005.00319.x Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3), 260-270. https://doi.org/10.1080/17439760.2016.1257056 Datu, J. A. D., & Valdez, J. P. M. (2016). Psychological capital predicts academic engagement and well-being in Filipino high school students. The Asia Pacific Education Researcher, 25, 399–405. https://doi.org/10.1007/s40299-015-0254-1 Diseth, A. (2011). Self-efficacy, goal orientation and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21, 191–195. https://doi.org/10.1016/j.lindif.2011.01.003 Dörnyei, Z. (2001). Main challenges of motivation research. In Z. Dörnyei (Ed.), Teaching and researching motivation (pp. 7-17). Essex, England: Pearson Education. Dörnyei, Z. (2005). The psychology of the language learner. Mahwah, NJ: Lawrence Erlbaum. Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781847691293-003 Dörnyei, Z. (2014). Future self-guides and vision. In K. Csizer & Magid (Eds.), The impact of self-concept on language learning (pp. 7-18). Bristol- Buffalo- Toronto: Multilingual Matters. https://doi.org/10.21832/9781783092383-003 Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Arnold. Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272. https://doi.org/10.1037/h0083787 Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal of Language and Social Psychology, 31(2), 197-211. https://doi.org/10.1177/0261927X12438538 Gilman, R., Dooley, J., & Florell, D. (2006). Relative levels of hope and their relationship with academic and psychological indicators among adolescents. Journal of Social and Clinical Psychology, 25(2), 166-178. https://doi.org/10.1521/jscp.2006.25.2.166 Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118 Islam, M., Lamb, M., & Chambers, G. (2013). The L2 motivational self system and national interest: A Pakistani perspective. System, 41(2), 231-244. https://doi.org/10.1016/j.system.2013.01.025 Karatepe, O. M., & Talebzadeh, N. (2016). An empirical investigation of psychological capital among flight attendants. Journal of Air Transport Management, 55, 193-202. https://doi.org/10.1016/j.jairtraman.2016.06.001 Khajavy, G. H., & Ghonsooly, B. (2017). Predictors of willingness to read in English: testing a model based on possible selves and self-confidence. Journal of Multilingual and Multicultural Development, 38(10), 871-885. https://doi.org/10.1080/01434632.2017.1284853 Khajavy, G. H., Ghonsooly, B., Hosseini, A., Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL Classroom Context. TESOL Quarterly, 50, 154–180. https://doi.org/10.1002/tesq.204 Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624.https://doi.org/10.1017/S0272263117000304 Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.).New York, NY: Guilford Press. Kormos, J., & Csizér, K. (2008). Age‐related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327-355. https://doi.org/10.1111/j.1467-9922.2008.00443.x Larson, M., & Luthans, F. (2006). Potential added of psychological capital in predicting work attitudes. Journal of Leadership and Organizational Studies, 13(1), 45–62. https://doi.org/10.1177/10717919070130010701 Lorenz, T., Beer, C., Pütz, J., & Heinitz, K. (2016). Measuring psychological capital: construction and validation of the compound PsyCap scale (CPC-12). PloS One, 11(4), e0152892. https://doi.org/10.1371/journal.pone.0152892 Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23, 695–706. https://doi.org/10.1002/job.165 Luthans, F., Avey, J. B., Avolio, B. J., Norman, S. M., & Combs, G. M. (2006). Psychological capital development: toward a micro‐intervention. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27(3), 387-393. https://doi.org/10.1002/job.373 Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(5), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business, 87(5), 253-259. https://doi.org/10.1080/08832323.2011.609844 Luthans, F., Norman, S. M., Avolio, B. J., & Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate—employee performance relationship. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 29(2), 219-238. https://doi.org/10.1002/job.507 Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press. MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388. https://doi.org/10.1017/S0272263101003035 MacIntyre, P. D., Clément , R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Makiabadi, H., Pishghadam, R., Meidani, E. N., & Khajavy, G. H. (2019). Examining the Role of Emotioncy in Willingness to Communicate: A Structural Equation Modeling Approach. Revista de Psicodidáctica (English ed.), 24(2), 120-130. https://doi.org/10.1016/j.psicoe.2019.03.003 Markus, H. R., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954- 969. https://doi.org/10.1037/0003-066X.41.9.954 Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal, 11(3), 320-341. https://doi.org/10.1207/s15328007sem1103_2 Masten, A. S., & Reed, M. G. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74–88). 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Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Gholam Hassan Khajavy Bu kişi benim

Hossein Makiabadi Bu kişi benim

Samaneh Abdi Navokhi Bu kişi benim

Yayımlanma Tarihi 26 Kasım 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 3

Kaynak Göster

APA Khajavy, G. H., Makiabadi, H., & Navokhi, S. A. (2019). The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement. Eurasian Journal of Applied Linguistics, 5(3), 495-513. https://doi.org/10.32601/ejal.651346

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