Abrahamson M. (1983). Social research methods. Prentice-Hall.
Batson, C.D., Ahmad, N. & Lishner, D.A. (2011). Empathy and altruism. In S.J. Lopez and C.R. Snyder (Eds.) The oxford handbook of positive psychology (pp. 417–426). New York: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195187243.013.0039
Berg, B. L. (2001). Qualitative research methods for the social sciences. Allyn and Bacon
BERA (2011). Ethical guidelines for educational research. London: British Educational Research Association.
Block, D. (2003). The social turn in second language acquisition. Washington, DC: Georgetown University Press.
Cook, D. R. (1996). Empirical studies of shame and guilt: The Internalized Shame Scale.
Cook, T. (2006). An investigation of shame and anxiety in learning English as a second language. University of Southern California.
Cozolino, L. (2006). The neuroscience of human relationships: Attachment and the developing
social brain. New York: Norton.
Cooley, C. H. (1964). Human nature and the social order. New York: Schocken Books.
(Original work published 1902)
Corbin, J. & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13 (1), 3-21.
Cormier, D. L., Dunn, J. G. H., & Causgrove Dunn, J. (2019). Examining the domain specificity of grit. Personality and Individual Differences, 139(1), 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%2F0013189X18801322
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://psycnet.apa.org/doi/10.1037/pspp0000102
Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating qualitative and quantitative approaches (Prentice Merrill Hall).
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dewaele, J.-M. (2020). The emotional rollercoaster ride of foreign language learners and teachers. Language Education and Emotions, 207–222. https://doi.org/10.4324/9781003019497-17
Dewaele, J.-M. (2022). The interplay between learner-internal variables and levels of anxiety and enjoyment among Spanish EFL learners. In K. Kersten & A. Winsler (Eds), Understanding variability in second language acquisition, bilingualism, and cognition: A multi-layered perspective. Routledge. http://dx.doi.org/10.14746/ssllt.2022.12.2.3
De Hooge, I. E., Zeelenberg, M., & Breugelmans, S. M. (2010). Restore and protect motivations following shame. Cognition & Emotion, 24(1), 111–127. https://doi.org/10.1080/02699930802584466.
Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1-43. http://dx.doi.org/10.52547/LRR.13.5.2
Dorahy, M. J., & Hanna, D. (2012). Shame, intimacy and self-definition: An assessment of the emotional foundation and intimate relationship consequences of an introjective personality orientation. Journal of Nervous and Mental Disease, 200(8), 699–704. https://doi.org/10.1097/NMD.0b013e318261427b
Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9-11.
Duckworth, A. L. (2016). Grit: The Power of Passion and Perseverance. New York, NY: Scribner.
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.
Dutton, Y. E. C., & Lyons, S. H. (2021). Different ways of measuring emotions cross-culturally. Emotion Measurement, 937-974. https://doi.org/10.1016/B978-0-12-821124-3.00029-6
Ekman, P. (2003). Emotions revealed: Recognizing faces and feelings to improve communication and emotional life. New York: Times Books.
Feng, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences, 81, 101904. https://doi.org/10.1016/j.lindif.2020.101904
Field, A. (2018). Discovering Statistics Using IBM SPSS, Statistics for Statistics. (5th Eds). London: SAGE Publications.
Freiermuth, M., Patanasorn, C., Ravindran, L., & Huang, H.- chou. (2021). Getting to the nitty-gritty of grit: A descriptive characterization of gritty L2 learners from Thailand, Malaysia, Taiwan and Japan. Journal for the psychology of language learning, 3(2), 133-155. Retrieved from https://www.jpll.org/index.php/journal/article/view/81
Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language
research. Routledge.
Galmiche, D. (2017). Shame and SLA. Apples: Journal of Applied Language Studies 11:25-53 DOI:10.17011/APPLES/URN.201708233538
George, D., & Mallery, P. (2020). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
Gilbert, P. (1998). What is shame? Some core issues and controversies. In P. Gilbert & B.
Andrews (Eds.), Shame: Interpersonal behavior, psychopathology and culture (pp. 3–38). New York: Oxford University Press.
Gilbert, P. (2000). The relationship of shame, social anxiety and depression: The role of
the evaluation of social rank. Clinical Psychology and Psychotherapy, 7(3), 174–189.
Gilbert, P., Bhundia, R., Mitra, R., McEwan, K., Irons, C., & Sanghera, J. (2007). Cultural differences in shame focused attitudes towards mental health problems in Asian and non-Asian student women. Mental Health, Religion & Culture, 10(2), 127-141
Gilbert, P., Pehl, J., & Allan, S. (1994). The phenomenology of shame and guilt: An
empirical investigation. British Journal of Medical Psychology, 67(1), 23–36. DOI:10.1111/j.2044-8341.1994.tb01768.x
Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European journal of psychology of education, 30(4), 385-403. https://doi.org/10.1007/s10212-015-0250-0
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research. https://doi.org/10.1177/13621688211001289
Hofer, M. (2010). Adolescents’ development of individual interests: A product of multiple goal regulation? Educational Psychologist, 45(3), 149-166. https://doi.org/10.1080/00461520.2010.493469
Holzer, J., Bürger, S., Lüftenegger, M., & Schober, B. (2022). Revealing associations between students' school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95, 102140. https://doi.org/10.1016/j.lindif.2022.102140
Immonen, P. (2020). The ashamed selves: Autobiographical study of Finnish university students’ shame of speaking English.
Keegan, K. (2017). Identifying and Building Grit in Language Learners. In English Teaching Forum (Vol. 55, No. 3, pp. 2-9). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
Khajavy, G. H., & Aghaee, E. (2022). The contribution of grit, emotions and personal bests to foreign language learning. Journal of Multilingual and Multicultural Development, 1-15.
doi:10.1080/ 01434632.2022.2047192
Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2020). A closer look at grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition, 43(2), 379-402. https://doi.org/10.1017/S0272263120000480.
Leary, M. R. (2007). How the self became involved in affective experience: Three sources of self-reflective emotions. In J. L. Tracy, R. W. Robins, & J. P. Tangney (Eds.), The self-conscious emotions: Theory and research (pp. 38–52). Guilford Press.
Lee, J. S. (2022). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452-468. http://dx.doi.org/10.14746/ssllt.2022.12.2.3.
Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168-182. DOI:10.14742/ajet.5177.
Lewis, H. B. (1971). Shame and guilt in neurosis. New York: International Universities Press.
Lewis, M. (2008). Self-conscious emotions: Embarrassment, pride, shame, and guilt.
MacIntyre, P. D. (2021). Exploring applications of positive psychology in SLA. In K. Budzińska & O. Majchrzak (Eds.), Positive psychology in second and foreign language education (pp. 3-17). Springer, Cham. https://doi.org/10.1007/978-3-030-64444-4
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2016) Positive psychology in SLA, Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781783095360
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. https://doi.org/10.1111/modl.12544
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
McAdams, D. P. (2008). The Life Story Interview
Mercer, S. (2021). An agenda for well-being in ELT: an ecological perspective. ELT Journal, 75(1), 14-21.https://doi.org/10.1093/elt/ccaa062
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
Moskowitz, S., & Dewaele, J. M. (2021). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching, 15(2), 117-130. https://doi.org/10.1080/17501229.2019.1707205
Muenks, K., Wigfield, A., Yang, J. S., & O'Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599. https://doi.org/10.1037/edu0000153
Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431. https://doi.org/10.1177/1362168820941288.
Nathanson, D. L. (Ed.). (1987). The many faces of shame. New York: Guilford Press.
O’Reilly, M., & Parker, N. (2013). ‘Unsatisfactory saturation’: a critical exploration of the
notion of saturated sample sizes in qualitative research. Qualitative research, 13(2), 190-197.
Oxford, R. (2014). What can we learn about strategies, language learning, and life from two extreme cases: The role of well-being theory. Studies in second language learning and teaching, 4(4), 593-615. doi:10.14746/ssllt.2014.4.4.2
Oxford, R. L. (2016). ‘Biasing for the best’: Looking at new elements in a model of language learner well-being. In D. Galajda, P. Zakrajewski & M. Pawlak (Eds.), Researching second language learning and teaching from a psycholinguistic perspective (pp. 13-25). Springer, Cham. https://doi.org/10.1007/978-3-319-31954-4
Pallant, J. (2016). SPSS Survival Manual. (6th Ed). NSW. Australia: Allen & Unwin
Parker, S. T. (1998). A social selection model for the evolution and adaptive significanc e
of self-conscious emotions. In M. Ferrari & R. J. Sternberg (Eds.), Self-awareness: Its
nature and development (pp. 108–134). New York: Guilford Press.
Parker, S., & Thomas, R. (2009). Psychological differences in shame vs. guilt: Implications for mental health counselors. Journal of Mental Health Counseling, 31(3), 213–224. https://doi.org/10.17744/mehc. 31.3.f405217281988832.
Pawlak, M., Zarrinabadi, N., & Kruk, M. (2022). Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour. Journal of Multilingual and Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2022.2091579
Peterson, C. (2006). A primer in positive psychology. New York: Oxford University Press.
Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi.org/10.1177%2F0033688220927531
Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True grit and genetics: Predicting academic achievement from personality. Journal of personality and social psychology, 111(5), 780. doi:10.1037/pspp0000089.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55, 5–14. doi:10.1007/978-3-030-33264-8_3
Shao, K., Elahi Shirvan, M., & Alamer, A. (2022). How accurate is your correlation? Different methods derive different results and different interpretations. Frontiers in Psychology, 2791.doi:10.3389/fpsyg.2022.901412
Snyder, C. R., & Lopez, S. J. (Eds.). (2001). Handbook of positive psychology. Oxford university press.
Stuewig, J., Tangney, J. P., Heigel, C., Harty, L., & McCloskey, L. (2010). Shaming, blaming, and maiming: Functional links among the moral emotions, externalization of blame, and aggression. Journal of research in personality, 44(1), 91-102. doi: 10.1016/j.jrp.2009.12.005
Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358.https://doi.org/10.1023/A:1026131715856
Swallow, S. R., & Kuiper, N. A. (1988). Social comparison and negative self -evaluations:
An application to depression. Clinical Psychology Review, 8(1), 55–76. https://doi.org/10.1016/0272-7358(88)90049-9
Tang, M., Wang, D., & Guerrien, A. (2020). A systematic review and meta-analysis on basic psychological need satisfaction, motivation, and well-being in later life: Contributions of self-determination theory. PsyCh journal, 9(1), 5-33. https://doi.org/10.1002/pchj.293
Tangney, J. P. (1990). Assessing individual differences in proneness to shame and guilt: development of the self-conscious affect and attribution inventory. Journal of personality and social psychology, 59(1), 102. doi: 10.1037//0022-3514.59.1.102
Tangney, J. P. (1993). Shame and guilt In CG Costello (Ed.), Symptoms of depression (pp. 161-180).
Tangney, J. P. (1995). Shame and guilt in interpersonal relationships.
Tangney, J. P., & Dearing, R. L. (2003). Shame and guilt. Guilford Press.
Tangney, J. P., Miller, R. S., Flicker, L., & Barlow, D. H. (1996). Are shame, guilt and
embarrassment distinct emotions? Journal of Personality and Social Psychology, 70(6),
1256–1269. https://psycnet.apa.org/doi/10.1037/0022-3514.70.6.1256
Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39(4), 681-709. doi:10.1017/S0272263116000243
Teimouri, Y. (2018). Differential roles of shame and guilt in L2 learning: How bad is bad? The Modern Language Journal, 102(4), 632-652. https://doi.org/10.1111/modl.12511
Wang, Y. (2016). Chinese students' emotional experiences in learning English as a foreign language (Doctoral dissertation). The University of Texas, Austin, TX. Retrieved from: http://hdl.handle.net/2152/39427
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. https://doi.org/10.3389%2Ffpsyg.2021.731721
Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in psychology, 10, 1508. doi:10.3389/fpsyg.2019.01508
Wong, Y., & Tsai, J. (2007). Cultural models of shame and guilt. The self-conscious emotions: Theory and research, 209, 223
Wu, C., Dorahy, M. J., Johnston, C. M., Näswall, K., & Hanna, D. (2020). Shame, personality orientation, and risk in intimacy: direct and estimated indirect pathways. Current Psychology, 1-9. https://doi.org/10.1007/s12144-020-00966-z