Azari Noughabi, M., Ghonsooly, B., & Jahedizadeh, S. (2022). Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement. Journal of Multilingual and Multicultural Development, 1-16. https://doi.org/10.1080/01434632.2022.2088766
Acheson, K., Taylor, J., & Luna, K. (2016). The burnout spiral: The emotion labor of five rural US foreign language teachers. The Modern Language Journal, 100(2), 522-537. https://doi.org/10.1111/modl.12333
Babic, S., Mercer, S., Mairitsch, A., Gruber, J., & Hempkin, K. (2022). Language Teacher Wellbeing in the Workplace. Theory and Practice of Second Language Acquisition, 8(1), 11-34. https://doi.org/10.31261/TAPSLA.11514
Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review, 34(1), 259-300. https://doi.org/10.1007/s10648-021-09614-9
Benevene, P., Wong, Y. H. P., Fiorilli, C., & De Stasio, S. (2018). A cross-national comparison on subjective well-being of kindergarten teachers: Hong Kong and Italy. Frontiers in Psychology, 9, 2626. https://doi.org/10.3389/fpsyg.2018.02626
Bing, H., Sadjadi, B., Afzali, M., & Fathi, J. (2022). Self-efficacy and emotion regulation as predictors of teacher burnout among English as a foreign language teachers: A structural equation modeling approach. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.900417
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 1(2), 176-216. https://doi.org/10.1162/edfp.2006.1.2.176
Brady, J., & Wilson, E. (2021). Teacher wellbeing in England: Teacher responses to school-level initiatives. Cambridge Journal of Education, 51(1), 45-63. https://doi.org/10.1080/0305764X.2020.1775789
Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3). https://doi.org/10.5502/ijw.v6i3.526
Çankır, B. İ. L. A. L., & Şahin, S. A. F. İ. Y. E. (2018). Psychological well-being and job performance: The mediating role of work engagement. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(3).
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668. https://doi.org/10.1073/pnas.1608207113
Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49-66. https://doi.org/10.1016/j.jsp.2018.12.001
Coleman, J. (2009). Well‐being in schools: empirical measure, or politician’s dream?. Oxford Review of Education, 35(3), 281-292. https://doi.org/10.1080/03054980902934548
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers’ psychological functioning in the workplace: exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788. https://doi.org/10.1037/edu0000088
Cormier, D. L., Dunn, J. G., & Dunn, J. C. (2019). Examining the domain specificity of grit. Personality and Individual Differences, 139, 349-354. https://doi.org/10.1016/j.paid.2018.11.026
Credé, M. (2018). What shall we do about grit? A critical review of what we know and what we don’t know. Educational Researcher, 47(9), 606-611. https://doi.org/10.3102/0013189X18801322
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and social Psychology, 113(3), 492. https://doi.org/10.1037/pspp0000102
Dagenais-Desmarais, V., & Savoie, A. (2012). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13, 659-684. https://doi.org/10.1007/s10902-011-9285-3
Derakhshan, A. (2022a). The 5Cs positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context. Springer Nature. https://doi.org/10.1007/978-3-031-16528-3
Derakhshan, A. (2022b). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1-43. https://doi.org/10.52547/LRR.13.5.2
Derakhshan, A., Dewaele, J. M., & Noughabi, M. A. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, 102890. https://doi.org/10.1016/j.system.2022.102890
Derakhshan, A., & Fathi, J. (2023). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The mediating role of online learning self-efficacy. The Asia-Pacific Education Researcher, 1-11. https://doi.org/10.1007/s40299-023-00745-x
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. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J. M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34-49.
Diener, E. (2009). The science of well-being: The collected works of Ed Diener (Vol. 37, pp. 11-58). New York: Springer. https://doi.org/10.1007/978-90-481-2350-6
Diener, E., & Lucas, R. E. (2000). Explaining differences in societal levels of happiness: Relative standards, need fulfillment, culture, and evaluation theory. Journal of Happiness Studies, 1, 41-78. https://doi.org/10.1023/A:1010076127199
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97, 143-156. https://doi.org/10.1007/s11205-009-9493-y
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087. https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540-547. https://doi.org/10.1080/17439760903157232
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. (2014). Teachers’ Mindsets:“Every Student has Something to Teach Me” Feeling overwhelmed? Where did your natural teaching talent go? Try pairing a growth mindset with reasonable goals, patience, and reflection instead. It’s time to get gritty and be a better teacher. Educational Horizons, 93(2), 10-15. https://doi.org/10.1177/0013175X14561420
Dweck, C. (2016). What having a “growth mindset” actually means. Harvard Business Review, 13(2), 2-5.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256. https://doi.org/10.1037/0033-295X.95.2.256
Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5, 36. https://doi.org/10.3389/fpsyg.2014.00036
Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers' grit, self-efficacy, burnout, and performance. Journal of Critical Reviews.
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37.
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. https://doi.org/10.1037/0003-066X.56.3.218
Fredrickson, B. L. (2013). Positive emotions broaden and build. In Advances in experimental social psychology (Vol. 47, pp. 1-53). Academic Press. https://doi.org/10.1016/B978-0-12-407236-7.00001-2
Garg, P., & Rastogi, R. (2009). Effect of psychological wellbeing on organizational commitment of employees. Journal of Organizational Behavior, 8(2), 42-51.
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://doi.org/10.1177/1098300717732066
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
Jin, B., & Kim, J. (2017). Grit, basic needs satisfaction, and subjective well-being. Journal of Individual Differences, 38(1), 29. https://doi.org/10.1027/1614-0001/a000219
Jiang, W., Xiao, Z., Liu, Y., Guo, K., Jiang, J., & Du, X. (2019). Reciprocal relations between grit and academic achievement: A longitudinal study. Learning and Individual Differences, 71, 13-22. https://doi.org/10.1016/j.lindif.2019.02.004
Kannangara, C. S., Allen, R. E., Waugh, G., Nahar, N., Khan, S. Z. N., Rogerson, S., & Carson, J. (2018). All that glitters is not grit: Three studies of grit in university students. Frontiers in Psychology, 9, 1539. https://doi.org/10.3389/fpsyg.2018.01539
Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). The EPOCH measure of adolescent well-being. Psychological Assessment, 28(5), 586. https://doi.org/10.1037/pas0000201
Keyes, C. L. (2002). The exchange of emotional support with age and its relationship with emotional well-being by age. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 57(6), P518-P525. https://doi.org/10.1093/geronb/57.6.P518
King, J., & Ng, K. Y. S. (2018). Teacher emotions and the emotional labour of second language teaching. Language Teacher Psychology, 1. https://doi.org/10.21832/9781783099467-013
Kline, R. B. (2011). Principles and practice of structural equation modeling. 3nd ed. New York: Guilford Press.
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702. https://doi.org/10.1037/0022-0663.100.3.702
Kunnan, A. J. (1998). An introduction to structural equation modelling for language assessment research. Language Testing, 15(3), 295-332. https://doi.org/10.1177/026553229801500302
Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review. Psychology in the Schools, 56(10), 1654-1686. https://doi.org/10.1002/pits.22302
Lan, X., & Zhang, L. (2019). Shields for emotional well-being in Chinese adolescents who switch schools: the role of teacher autonomy support and grit. Frontiers in Psychology, 10, 2384. https://doi.org/10.3389/fpsyg.2019.02384
Little, T. D., & Rhemtulla, M. (2013). Planned missing data designs for developmental researchers. Child Development Perspectives, 7(4), 199-204. https://doi.org/10.1111/cdep.12043
Liu, L., Fathi, J., Allahveysi, S. P., & Kamran, K. (2023). A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1137357
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172. https://doi.org/10.14746/ssllt.2014.4.2.2
McCain, B. (2017). Effects of teacher grit on student grit and reading achievement: A mixed-methods study. Indiana University of Pennsylvania.
Mercer, S. (2020). The wellbeing of language teachers in the private sector: An ecological perspective. Language Teaching Research, 1362168820973510. https://doi.org/10.1177/1362168820973510
Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.
Mercer, S., & Kostoulas, A. (Eds.). (2018). Language teacher psychology (Vol. 1). Multilingual Matters. https://doi.org/10.21832/9781783099467
Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021). Teacher mindset is associated with development of students' growth mindset. Journal of applied developmental psychology, 76, 101299. https://doi.org/10.1016/j.appdev.2021.101299
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33. https://doi.org/10.1037/0022-3514.75.1.33
Nalipay, M. J. N., King, R. B., Mordeno, I. G., & Wang, H. (2022). Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being. Educational Psychology, 42(1), 23-41. https://doi.org/10.1080/01443410.2021.2001791
Nazari, M., & Alizadeh Oghyanous, P. (2021). Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study. Cogent Education, 8(1), 1892943. https://doi.org/10.1080/2331186X.2021.1892943
Ortiz Alvarado, N. B., Rodriguez Ontiveros, M., & Ayala Gaytán, E. A. (2019). Do mindsets shape students’ well-being and performance?. The Journal of Psychology, 153(8), 843-859. https://doi.org/10.1080/00223980.2019.1631141
Owen, S. (2016). Professional learning communities: Building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts. Educational Review, 68(4), 403-419. https://doi.org/10.1080/00131911.2015.1119101
Patrick, S. K., & Joshi, E. (2019). Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative. Teaching and Teacher Education, 83, 156-167. https://doi.org/10.1016/j.tate.2019.04.009
Porter, T., Catalán Molina, D., Cimpian, A., Roberts, S., Fredericks, A., Blackwell, L. S., & Trzesniewski, K. (2022). Growth-mindset intervention delivered by teachers boosts achievement in early adolescence. Psychological Science, 33(7), 1086-1096. https://doi.org/10.1177/09567976211061109
Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school. Teaching and Teacher Education, 77, 204-213. https://doi.org/10.1016/j.tate.2018.10.002
Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1-27. https://doi.org/10.1177/016146811411600306
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069. https://doi.org/10.1037/0022-3514.57.6.1069
Santana-Monagas, E., & Núñez, J. L. (2022). Predicting students' basic psychological need profiles through motivational appeals: Relations with grit and well-being. Learning and Individual Differences, 97, 102162. https://doi.org/10.1016/j.lindif.2022.102162
Schafer, J. L., & Graham, J. W. (2002). Missing data: our view of the state of the art. Psychological Methods, 7(2), 147. https://doi.org/10.1037/1082-989X.7.2.147
Schmidt, J. A., Shumow, L., & Kackar-Cam, H. (2015). Exploring teacher effects for mindset intervention outcomes in seventh-grade science classes. Middle Grades Research Journal, 10(2), 17-32.
Seaton, F. S. (2018). Empowering teachers to implement a growth mindset. Educational Psychology in Practice, 34(1), 41-57. https://doi.org/10.1080/02667363.2017.1382333
Shafiee Rad, H., & Jafarpour, A. (2022). Effects of well-being, grit, emotion regulation, and resilience interventions on l2 learners’ writing skills. Reading & Writing Quarterly, 1-20. https://doi.org/10.1080/10573569.2022.2096517
Shoshani, A. (2021). Growth mindset in the maths classroom: A key to teachers’ well-being and effectiveness. Teachers and Teaching, 27(8), 730-752. https://doi.org/10.1080/13540602.2021.2007370
Singh, S., & Chukkali, S. (2021). Development and validation of multi-dimensional scale of grit. Cogent Psychology, 8(1), 1923166.
Spitzer, B., & Aronson, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. British Journal of Educational Psychology, 85(1), 1-18. https://doi.org/10.1111/bjep.12067
Strayhorn, T. L. (2014). What role does grit play in the academic success of black male collegians at predominantly white institutions?. Journal of African American Studies, 18, 1-10. https://doi.org/10.1007/s12111-012-9243-0
Sudina, E., Vernon, T., Foster, H., Del Villano, H., Hernandez, S., Beck, D., & Plonsky, L. (2021). Development and initial validation of the L2‐Teacher Grit Scale. TESOL Quarterly, 55(1), 156-184. https://doi.org/10.1002/tesq.581
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2013). Using multivariate statistics (Vol. 6, pp. 497-516). Boston, MA: pearson.
Talbot, K., & Mercer, S. (2018). Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41(4), 410-432. https://doi.org/10.1515/cjal-2018-0031
Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48, 850-863. https://doi.org/10.1007/s10964-019-00998-0
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26(5), 893-918. https://doi.org/10.1177/1362168820921895
Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers' growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology, 10, 839. https://doi.org/10.3389/fpsyg.2019.00839
Vainio, M. M., & Daukantaitė, D. (2016). Grit and different aspects of well-being: Direct and indirect relationships via sense of coherence and authenticity. Journal of Happiness Studies, 17, 2119-2147. https://doi.org/10.1007/s10902-015-9688-7
Vo, D. T., & Allen, K. A. (2022). A systematic review of school-based positive psychology interventions to foster teacher wellbeing. Teachers and Teaching, 28(8), 964-999. https://doi.org/10.1080/13540602.2022.2137138
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, 731721. https://doi.org/10.3389/fpsyg.2021.731721
Williams, M., Mercer, S., & Ryan, S. (2016). Exploring psychology in language learning and teaching. Oxford University Press.
Yang, P. (2021). Exploring the relationship between Chinese EFL students' grit, well-being, and classroom enjoyment. Frontiers in Psychology, 12, 762945. https://doi.org/10.3389/fpsyg.2021.762945
Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., ... & Dweck, C. S. (2022). Teacher mindsets help explain where a growth-mindset intervention does and doesn’t work. Psychological Science, 33(1), 18-32. https://doi.org/10.1177/09567976211028984
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805
Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers' growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology, 10, 839. https://doi.org/10.3389/fpsyg.2019.00839
جستارهای زبانی