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Interaction between Teacher Support, Students’ Academic Burnout, Grit, and Psychological Wellbeing: The Case of Undergraduate English-Major Students in Iran
Amir Ghajarieh * 1, Mohammad Amin Mozaheb2 , Hadiseh Sadat Amirhosseini3
1- University of Ershad Damavand, Tehran, Iran.UCSI University, KL, Malaysia. , ghajarieh.amir@e-damavandihe.ac.ir
2- Imam Sadiq University
3- University of Ershad Damavand
Abstract:   (578 Views)
The intricate connection between teacher support, academic burnout, grit, and psychological wellbeing is a compelling area of research that has recently garnered second language (L2) education researchers' attention. This study aims to investigate such complex relationships with undergraduate English-major students in Iran. To this end, a sample of 318 undergraduate English-major students from various universities in Iran was selected through convenience sampling. The data were analyzed using IBM SPSS version 26 for descriptive statistics and correlation analysis, while LISREL software was employed for Confirmatory Factor Analysis (CFA) to validate the measurement models. The findings revealed that teacher support showed a positive and significant correlation with students' L2 grit and L2 psychological wellbeing while demonstrating a negative and significant correlation with students' L2 academic burnout. Furthermore, the simple linear regression analysis indicated that teacher support significantly predicted a 13% increase in students' grit and psychological wellbeing and a 0.03% in academic burnout. This suggests that measures to reduce the academic burnout of students in higher education should be prioritized in second language education through positive teacher support and positive psychology. The study provides valuable insights and recommendations for English language teachers, students, and policymakers and outlines future research directions.
Keywords: teacher support, academic burnout, L2 grit, L2 psychological wellbeing, correlational study
     
Article Type: مقالات علمی پژوهشی | Subject: Language Psychology
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