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Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri

Yıl 2023, , 730 - 744, 15.09.2023
https://doi.org/10.17679/inuefd.1246973

Öz

Son yıllarda, pozitif psikoloji, ikinci dil öğrenimi (İDÖ) alanını giderek daha fazla etkilemektedir. İDÖ'deki pozitif psikoloji ile ilgili iki farklı yaklaşım bulunmaktadır: biri, negatif duygulardan ayrılarak yalnızca pozitif duygulara odaklanan; diğeri ise bu duyguları birbirinden ayırmadan eşlik eden olarak ele alan. Bu bağlamda, hem pozitif hem de negatif duyguları bir arada değerlendiren "zihinsel karşılaştırma ve uygulama planları" (ZKUP) adlı öz-düzenleme stratejisi ve sadece pozitif duygulara odaklanan "olumlu düşünme" (OD) stratejisi kullanılarak yarı-deneysel bir çalışma yürütülmüştür. Bu stratejilerin beşinci sınıf öğrencilerinin İngilizce dersindeki okul motivasyonu ve akademik başarısı üzerindeki etkileri incelenmiştir. Müdahaleden sonra, gruplar arasında öz bildirime dayalı okul motivasyonunda anlamlı bir fark bulunmamıştır. Bununla birlikte, hem pozitif hem de negatif duygulara odaklanan ZKUP stratejisi uygulanan grubun akademik başarısı, yalnızca pozitif duygulara odaklanan pozitif düşünme stratejisi uygulanan gruba göre anlamlı derecede daha yüksektir. Sonuçlara göre, pozitif psikolojide yalnızca olumlu duygulara odaklanmak yerine olumsuz duygulara da gereken önemi vermek, insanların dil öğrenme hedeflerine başarıyla ulaşmalarına yardımcı olmak için daha etkili olabilir. Akademik performansı artırmadaki etkinliği nedeniyle, uygulayıcılar, öğrencilerin akademik hedeflerine ulaşmalarına yardımcı olmak için öğrencilerin sınıf seviyelerine göre ZKUP formları oluşturabilir ve kullanabilirler.

Kaynakça

  • Adriaanse, M. A., Oettingen, G., Gollwitzer, P. M., Hennes, E. P., De Ridder, D. T., & De Wit, J. B. (2010). When planning is not enough: Fighting unhealthy snacking habits by mental contrasting with implementation intentions (MCII). European Journal of Social Psychology, 40(7), 1277-1293.
  • Adriaanse, M. A., De Ridder, D. T., & Voorneman, I. (2013). Improving diabetes self-management by mental contrasting. Psychology & Health, 28(1), 1-12.
  • Aksoy, E., (2020). Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link. Turkish Journal of Education, 9(1), 1−21.
  • Aksoy, E., Bozdoğan, D., Akbaş, U., & Seferoğlu, G. (2018). Old wine in a new bottle: Implementation of intensive language program in the 5th grade in Turkey. Eurasian Journal of Applied Linguistics, 4(2), 301-324.
  • Artuch-Garde, R., González-Torres, M. D. C., de La Fuente, J., Vera, M. M., Fernández-Cabezas, M., & López-García, M. (2017). Relationship between resilience and self-regulation: a study of Spanish youth at risk of social exclusion. Frontiers in psychology, 8, 612.
  • Aslan, E., & Thompson, A. S. (2021). The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context. The Language Learning Journal, 49(2), 189-202.
  • Baumeister, R. (2018). Self-regulation and self-control: Selected works of Roy F. Baumeister. Routledge. British Council- TEPAV Project Team. (2015). The State of English in Higher Education in Turkey. British Council, Ankara. Retrieved from https://www.britishcouncil.org.tr/sites/default/files/he_baseline_study_book_web_-_son.pdf on 05.09.2022.
  • Çapan, S. A. (2021). Problems in Foreign Language Education in the Turkish education system: Pre-service teachers’ accounts. Eurasian Journal of Applied Linguistics, 7(1), 397-419.
  • Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fourth ed.). Boston, Massachusetts: Pearson.
  • Dewaele, J. M. (2011). Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik: International Journal of English Studies, 22(1), 23-42.
  • Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in psychology, 10, 2128.
  • Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26.
  • Duckworth, A. L., Kirby, T. A., Gollwitzer, A., & Oettingen, G. (2013). “From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children.” Social Psychological and Personality Science, 4(6), 745-753.
  • Duckworth, A. L., ve Carlson, S. M. (2013). “Self-regulation and school success.” Self-regulation and autonomy: Social and developmental dimensions of human conduct, 40, 208.
  • EF EPI 2022 – EF English Proficiency Index. (2022). Retrieved January 24, 2023, from https://www.ef.com.tr/epi/
  • Fatiha, M., Sliman, B., Mustapha, B., & Yahia, M. (2014). Attitudes and motivations in learning English as a foreign language. International Journal of Arts & Sciences, 7(3), 117-128.
  • Fisher, R. J. (1993). Social desirability bias and the validity of indirect questioning. Journal of consumer research, 20(2), 303-315.
  • Fraenkel, J. R., Wallen, N. E., ve Hyun, H. H. (2012). “How to Design and Evaluate Research in Education.” New York: McGraw-Hill.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3), 218.
  • Fredrickson, B. L. (2004). Gratitude, like other positive emotions, broadens and builds. The psychology of gratitude, 145, 166.
  • Gabryś-Barker, D., & Gałajda, D. (Eds.). (2016). Positive psychology perspectives on foreign language learning and teaching. New York: Springer.
  • Gkonou, C., Daubney, M., & Dewaele, J. M. (Eds.). (2017). New Insights into Language Anxiety: Theory, Research and Educational Implications (Vol. 114). Multilingual Matters.
  • Gollwitzer, A., Oettingen, G., Kirby, T. A., Duckworth, A. L., & Mayer, D. (2011). Mental contrasting facilitates academic performance in school children. Motivation and Emotion, 35(4), 403-412.
  • Gollwitzer, P. M., Mayer, D., Frick, C., ve Oettingen, G. (2018). “Promoting the Self-Regulation of Stress in Health Care Providers: An InternetInternet-Based Intervention.” Frontiers in psychology, 9.
  • Gronlund, N. E. (1985). Measurement and evaluation in teaching (5thed). New York: MacMillan Publishing Company
  • Gupta, S., & Sudhesh, N. T. (2019). Grit, self-regulation and resilience among college football players: a pilot study. Int. J. Physiol. Nutr. Phys. Educ, 4(1), 843-848.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.
  • Isenbarger L., & Zembylas M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22, 120–134.
  • Jin, J., Mercer, S., Babic, S., and Mairitsch, A. (2021). “Understanding the ecology of foreign language teacher wellbeing,” in Positive Psychology in Second and Foreign Language Education, eds K. Budzinska and O. Majchrzak (Cham: ´ Springer), 35–58.
  • KAYNAK, S., ÖZHAN, M. B., & KAN, A. (2017). ORTAOKUL ÖĞRENCİLERİ İÇİN OKUL MOTİVASYONU ÖLÇEĞİ GELİŞTİRME ÇALIŞMASI. Electronic Turkish Studies, 12(4).
  • Koole, S. L., Van Dillen, L. F., & Sheppes, G. (2011). The self-regulation of emotion. Handbook of self-regulation: Research, theory, and applications, 2, 22-40.
  • Lee, V., Dewey, D. P., Trimble, H., & Belnap, R. K. (2018). Mental contrasting with implementation intentions, social networking and second language development. STRETCHING BOUNDARIES, 46.
  • Li, C., Zhang, L. J., & Jiang, G. (2021). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 1-15.
  • Liau, A. K., Neihart, M., Teo, C. T., Goh, L. S., & Chew, P. (2018). A Quasi-experimental study of a fitbit-based self-regulation intervention to improve physical activity, well-being, and mental health. Cyberpsychology, Behavior, and Social Networking, 21(11), 727-734.
  • Lütge, C., Merse, T., & Rauschert, P. (2023). Global citizenship in foreign language education: Concepts, practices, connections.
  • MacIntyre, P. D. (2016). So far so good: An overview of positive psychology and its contributions to SLA. Positive psychology perspectives on foreign language learning and teaching, 3-20.
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262-274.
  • MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213.
  • Marcos‐Llinás, M., & Garau, M. J. (2009). Effects of language anxiety on three proficiency‐level courses of Spanish as a foreign language. Foreign language annals, 42(1), 94-111.
  • Oettingen, G. (1999). “Free fantasies about the future and the emergence of developmental goals.” Action and self-development: Theory and research through the life span, 315-342.
  • Oettingen, G. (2012). Future thought and behaviour change. European review of social psychology, 23(1), 1-63.
  • Oettingen, G., & Reininger, K. M. (2016). The power of prospection: Mental contrasting and behavior change. Social and Personality Psychology Compass, 10(11), 591-604.
  • Pawlak, M., Zawodniak, J., & Kruk, M. (2020). Boredom in the foreign language classroom: A micro-perspective. Springer Nature.
  • Piniel, K., & Albert, A. (2018). Advanced learners’ foreign language-related emotions across the four skills. Studies in Second Language Learning and Teaching, 8(1), 127-147.
  • Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of applied psychology, 88(5), 879.
  • Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational psychologist, 30(4), 207-212 .
  • Proietti Ergün, A. L., & Dewaele, J.-M. (2021). Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian? System 99:102506. doi: 10.1016/j.system.2021.102506.
  • Reinecke, L., Gilbert, A., & Eden, A. (2021). Self-regulation as a key boundary condition in the relationship between social media use and well-being. Current Opinion in Psychology, 45, 101296-101296.
  • Resnik, P., & Dewaele, J. M. (2020). Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach. System, 94, 102324.
  • Sending, V. (2014). Thinking success, behaving successfully: The relation between hypothetical thinking strategies, effort towards goal attainment and grit (Master's thesis, UiT Norges arktiske universitet).
  • Solak, E., & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115.
  • Stan, R. (2016). Complicated problems have simple solutions-noncognitive learning strategies for increasing academic engagement. Romanian Journal of School Psychology, 9(18), 37-42.
  • Teimouri, Y. (2018). Differential roles of shame and guilt in L2 learning: How bad is bad?. The Modern Language Journal, 102(4), 632-652.
  • Vaezi, S., & Fallah, N. (2011). The Relationship between Emotional Intelligence and Burnout among Iranian EFL Teachers. Journal of Language Teaching & Research, 2(5), 1168-1174.
  • Vaziri, C., Ghanbaripanah, A., & Tajalli, P. (2021). Modeling the Cognitive Flexibility and Academic Engagement based on Self-Regulation, Psychological Hardiness and Self-Differentiation with Mediation of Family Functioning in High School Students. International Journal of Pediatrics, 9(3), 13281-13295.
  • Velasquez-Sheehy, S. (2015).” A study of the impact of mental contrasting and implementation intentions on academic performance” (Doctoral dissertation, DePaul University).
  • Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: the past, current status and future directions. Frontiers in Psychology, 12.
  • Yu, Q. (2022). A review of foreign language learners’ emotions. Frontiers in Psychology, 12, 6451.

Effects of Different Positive Psychology Perspectives on Second Language Acquisition

Yıl 2023, , 730 - 744, 15.09.2023
https://doi.org/10.17679/inuefd.1246973

Öz

In recent years, positive psychology has increasingly impacted the field of second language acquisition (SLA). There are two prevailing perspectives within positive psychology in SLA: one that separates negative emotions and exclusively focuses on positive emotions, and another that views these emotions as complementary rather than distinct. In this context, a quasi-experimental study was conducted employing two strategies: Mental Contrasting with Implementation Intentions (MCII) self-regulation strategy, which integrates both positive and negative emotions, and Positive Thinking (PT) strategy, which solely emphasizes positive emotions. The study investigated the effects of these strategies on the school motivation and academic performance of fifth graders in English. Following the intervention, no significant difference was observed between the groups in terms of self-reported school motivation. However, the academic performance of the group utilizing the MCII strategy, which focused on both positive and negative emotions, was significantly higher than that of the group employing the PT strategy, which concentrated exclusively on positive emotions. These results suggest that acknowledging negative emotions, rather than solely focusing on positive ones, may be more effective in positive psychology for helping individuals successfully achieve their language learning goals. Given its efficacy in enhancing academic performance, educators can develop and implement MCII forms tailored to their students' grade levels to support them in reaching their academic objectives.

Kaynakça

  • Adriaanse, M. A., Oettingen, G., Gollwitzer, P. M., Hennes, E. P., De Ridder, D. T., & De Wit, J. B. (2010). When planning is not enough: Fighting unhealthy snacking habits by mental contrasting with implementation intentions (MCII). European Journal of Social Psychology, 40(7), 1277-1293.
  • Adriaanse, M. A., De Ridder, D. T., & Voorneman, I. (2013). Improving diabetes self-management by mental contrasting. Psychology & Health, 28(1), 1-12.
  • Aksoy, E., (2020). Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link. Turkish Journal of Education, 9(1), 1−21.
  • Aksoy, E., Bozdoğan, D., Akbaş, U., & Seferoğlu, G. (2018). Old wine in a new bottle: Implementation of intensive language program in the 5th grade in Turkey. Eurasian Journal of Applied Linguistics, 4(2), 301-324.
  • Artuch-Garde, R., González-Torres, M. D. C., de La Fuente, J., Vera, M. M., Fernández-Cabezas, M., & López-García, M. (2017). Relationship between resilience and self-regulation: a study of Spanish youth at risk of social exclusion. Frontiers in psychology, 8, 612.
  • Aslan, E., & Thompson, A. S. (2021). The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context. The Language Learning Journal, 49(2), 189-202.
  • Baumeister, R. (2018). Self-regulation and self-control: Selected works of Roy F. Baumeister. Routledge. British Council- TEPAV Project Team. (2015). The State of English in Higher Education in Turkey. British Council, Ankara. Retrieved from https://www.britishcouncil.org.tr/sites/default/files/he_baseline_study_book_web_-_son.pdf on 05.09.2022.
  • Çapan, S. A. (2021). Problems in Foreign Language Education in the Turkish education system: Pre-service teachers’ accounts. Eurasian Journal of Applied Linguistics, 7(1), 397-419.
  • Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fourth ed.). Boston, Massachusetts: Pearson.
  • Dewaele, J. M. (2011). Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik: International Journal of English Studies, 22(1), 23-42.
  • Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in psychology, 10, 2128.
  • Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26.
  • Duckworth, A. L., Kirby, T. A., Gollwitzer, A., & Oettingen, G. (2013). “From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children.” Social Psychological and Personality Science, 4(6), 745-753.
  • Duckworth, A. L., ve Carlson, S. M. (2013). “Self-regulation and school success.” Self-regulation and autonomy: Social and developmental dimensions of human conduct, 40, 208.
  • EF EPI 2022 – EF English Proficiency Index. (2022). Retrieved January 24, 2023, from https://www.ef.com.tr/epi/
  • Fatiha, M., Sliman, B., Mustapha, B., & Yahia, M. (2014). Attitudes and motivations in learning English as a foreign language. International Journal of Arts & Sciences, 7(3), 117-128.
  • Fisher, R. J. (1993). Social desirability bias and the validity of indirect questioning. Journal of consumer research, 20(2), 303-315.
  • Fraenkel, J. R., Wallen, N. E., ve Hyun, H. H. (2012). “How to Design and Evaluate Research in Education.” New York: McGraw-Hill.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3), 218.
  • Fredrickson, B. L. (2004). Gratitude, like other positive emotions, broadens and builds. The psychology of gratitude, 145, 166.
  • Gabryś-Barker, D., & Gałajda, D. (Eds.). (2016). Positive psychology perspectives on foreign language learning and teaching. New York: Springer.
  • Gkonou, C., Daubney, M., & Dewaele, J. M. (Eds.). (2017). New Insights into Language Anxiety: Theory, Research and Educational Implications (Vol. 114). Multilingual Matters.
  • Gollwitzer, A., Oettingen, G., Kirby, T. A., Duckworth, A. L., & Mayer, D. (2011). Mental contrasting facilitates academic performance in school children. Motivation and Emotion, 35(4), 403-412.
  • Gollwitzer, P. M., Mayer, D., Frick, C., ve Oettingen, G. (2018). “Promoting the Self-Regulation of Stress in Health Care Providers: An InternetInternet-Based Intervention.” Frontiers in psychology, 9.
  • Gronlund, N. E. (1985). Measurement and evaluation in teaching (5thed). New York: MacMillan Publishing Company
  • Gupta, S., & Sudhesh, N. T. (2019). Grit, self-regulation and resilience among college football players: a pilot study. Int. J. Physiol. Nutr. Phys. Educ, 4(1), 843-848.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.
  • Isenbarger L., & Zembylas M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22, 120–134.
  • Jin, J., Mercer, S., Babic, S., and Mairitsch, A. (2021). “Understanding the ecology of foreign language teacher wellbeing,” in Positive Psychology in Second and Foreign Language Education, eds K. Budzinska and O. Majchrzak (Cham: ´ Springer), 35–58.
  • KAYNAK, S., ÖZHAN, M. B., & KAN, A. (2017). ORTAOKUL ÖĞRENCİLERİ İÇİN OKUL MOTİVASYONU ÖLÇEĞİ GELİŞTİRME ÇALIŞMASI. Electronic Turkish Studies, 12(4).
  • Koole, S. L., Van Dillen, L. F., & Sheppes, G. (2011). The self-regulation of emotion. Handbook of self-regulation: Research, theory, and applications, 2, 22-40.
  • Lee, V., Dewey, D. P., Trimble, H., & Belnap, R. K. (2018). Mental contrasting with implementation intentions, social networking and second language development. STRETCHING BOUNDARIES, 46.
  • Li, C., Zhang, L. J., & Jiang, G. (2021). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 1-15.
  • Liau, A. K., Neihart, M., Teo, C. T., Goh, L. S., & Chew, P. (2018). A Quasi-experimental study of a fitbit-based self-regulation intervention to improve physical activity, well-being, and mental health. Cyberpsychology, Behavior, and Social Networking, 21(11), 727-734.
  • Lütge, C., Merse, T., & Rauschert, P. (2023). Global citizenship in foreign language education: Concepts, practices, connections.
  • MacIntyre, P. D. (2016). So far so good: An overview of positive psychology and its contributions to SLA. Positive psychology perspectives on foreign language learning and teaching, 3-20.
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262-274.
  • MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213.
  • Marcos‐Llinás, M., & Garau, M. J. (2009). Effects of language anxiety on three proficiency‐level courses of Spanish as a foreign language. Foreign language annals, 42(1), 94-111.
  • Oettingen, G. (1999). “Free fantasies about the future and the emergence of developmental goals.” Action and self-development: Theory and research through the life span, 315-342.
  • Oettingen, G. (2012). Future thought and behaviour change. European review of social psychology, 23(1), 1-63.
  • Oettingen, G., & Reininger, K. M. (2016). The power of prospection: Mental contrasting and behavior change. Social and Personality Psychology Compass, 10(11), 591-604.
  • Pawlak, M., Zawodniak, J., & Kruk, M. (2020). Boredom in the foreign language classroom: A micro-perspective. Springer Nature.
  • Piniel, K., & Albert, A. (2018). Advanced learners’ foreign language-related emotions across the four skills. Studies in Second Language Learning and Teaching, 8(1), 127-147.
  • Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of applied psychology, 88(5), 879.
  • Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational psychologist, 30(4), 207-212 .
  • Proietti Ergün, A. L., & Dewaele, J.-M. (2021). Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian? System 99:102506. doi: 10.1016/j.system.2021.102506.
  • Reinecke, L., Gilbert, A., & Eden, A. (2021). Self-regulation as a key boundary condition in the relationship between social media use and well-being. Current Opinion in Psychology, 45, 101296-101296.
  • Resnik, P., & Dewaele, J. M. (2020). Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach. System, 94, 102324.
  • Sending, V. (2014). Thinking success, behaving successfully: The relation between hypothetical thinking strategies, effort towards goal attainment and grit (Master's thesis, UiT Norges arktiske universitet).
  • Solak, E., & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115.
  • Stan, R. (2016). Complicated problems have simple solutions-noncognitive learning strategies for increasing academic engagement. Romanian Journal of School Psychology, 9(18), 37-42.
  • Teimouri, Y. (2018). Differential roles of shame and guilt in L2 learning: How bad is bad?. The Modern Language Journal, 102(4), 632-652.
  • Vaezi, S., & Fallah, N. (2011). The Relationship between Emotional Intelligence and Burnout among Iranian EFL Teachers. Journal of Language Teaching & Research, 2(5), 1168-1174.
  • Vaziri, C., Ghanbaripanah, A., & Tajalli, P. (2021). Modeling the Cognitive Flexibility and Academic Engagement based on Self-Regulation, Psychological Hardiness and Self-Differentiation with Mediation of Family Functioning in High School Students. International Journal of Pediatrics, 9(3), 13281-13295.
  • Velasquez-Sheehy, S. (2015).” A study of the impact of mental contrasting and implementation intentions on academic performance” (Doctoral dissertation, DePaul University).
  • Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: the past, current status and future directions. Frontiers in Psychology, 12.
  • Yu, Q. (2022). A review of foreign language learners’ emotions. Frontiers in Psychology, 12, 6451.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sonay Caner-yıldırım 0000-0002-0381-2798

Yayımlanma Tarihi 15 Eylül 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Caner-yıldırım, S. (2023). Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 730-744. https://doi.org/10.17679/inuefd.1246973
AMA Caner-yıldırım S. Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri. INUEFD. Eylül 2023;24(2):730-744. doi:10.17679/inuefd.1246973
Chicago Caner-yıldırım, Sonay. “Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, sy. 2 (Eylül 2023): 730-44. https://doi.org/10.17679/inuefd.1246973.
EndNote Caner-yıldırım S (01 Eylül 2023) Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 2 730–744.
IEEE S. Caner-yıldırım, “Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri”, INUEFD, c. 24, sy. 2, ss. 730–744, 2023, doi: 10.17679/inuefd.1246973.
ISNAD Caner-yıldırım, Sonay. “Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/2 (Eylül 2023), 730-744. https://doi.org/10.17679/inuefd.1246973.
JAMA Caner-yıldırım S. Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri. INUEFD. 2023;24:730–744.
MLA Caner-yıldırım, Sonay. “Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 24, sy. 2, 2023, ss. 730-44, doi:10.17679/inuefd.1246973.
Vancouver Caner-yıldırım S. Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri. INUEFD. 2023;24(2):730-44.

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