Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study

This study examined the longitudinal reciprocal relations between students’ grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (M age = 16.40 years old, 54.2...

Full description

Saved in:
Bibliographic Details
Published inFrontiers in psychology Vol. 13; p. 1038878
Main Authors Cui, Tianxue, Yang, Yanchao
Format Journal Article
LanguageEnglish
Published Frontiers Media S.A 03.10.2022
Subjects
EFL learning
grit
peer relationship
Psychology
reciprocal relations
teacher-student relationship
Online AccessGet full text

Cover

Abstract This study examined the longitudinal reciprocal relations between students’ grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (M age = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study’s findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.
AbstractList This study examined the longitudinal reciprocal relations between students’ grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (M age = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study’s findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.
This study examined the longitudinal reciprocal relations between students' grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (Mage = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study's findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.This study examined the longitudinal reciprocal relations between students' grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (Mage = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study's findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.
This study examined the longitudinal reciprocal relations between students’ grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (Mage = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study’s findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.
Author Yang, Yanchao
Cui, Tianxue
AuthorAffiliation 2 Qinggong College, North China University of Science and Technology , Tangshan, Hebei , China
1 Faculty of Education, University of Macau , Macau, Macau SAR , China
AuthorAffiliation_xml – name: 2 Qinggong College, North China University of Science and Technology , Tangshan, Hebei , China
– name: 1 Faculty of Education, University of Macau , Macau, Macau SAR , China
Author_xml – sequence: 1
  givenname: Tianxue
  surname: Cui
  fullname: Cui, Tianxue
– sequence: 2
  givenname: Yanchao
  surname: Yang
  fullname: Yang, Yanchao
BookMark eNp9kktv1DAUhSNUJErpH2DlJZsMfiV2WCBVVYFKlVgAa-vacRxXHnuwk6JZ94_jzgwSZYEXtnXvOZ_8OK-bs5iibZq3BG8Yk8P7aVf2bkMxpRuCmZRCvmjOSd_zlmAhz_7av2ouS7nHdXBMMabnzeO3ZDwElG2AxadYZr8rCOKIXPYL8hHdRBd8mRHUMppStt5FFCC6FZxFwUKOPjoE21Tn2bsZFTOnFFBZ1tHGpXxAV2iZs7XtL3iojqrzteUjHDX7N83LCUKxl6f1ovnx6eb79Zf27uvn2-uru9Zw3i0t0wOhfSeYoZpPvKP9SEfMpsFIDgYw1hJzMXUTJ0J3RhABdLQDCGIGLrRgF83tkTsmuFe77LeQ9yqBV4dCyk5BXrwJVlHGiOiw7oaecm0FjNoaEIZJXZEcKuvjkbVb9daOpl40Q3gGfd6JflYuPaihE5z1sgLenQA5_VxtWdTWF2NDfVmb1qKooP1AuRSsSuVRanIqJdtJGb8cfquSfVAEq6ccqEMO1FMO1CkH1Ur_sf454X9MvwGlNr0L
CitedBy_id crossref_primary_10_1007_s10639_024_12968_6
crossref_primary_10_1111_hequ_12455
crossref_primary_10_1007_s12564_024_09968_z
crossref_primary_10_1016_j_system_2024_103353
crossref_primary_10_1002_pits_23467
crossref_primary_10_1186_s40359_025_02364_1
crossref_primary_10_5723_kjcs_2024_45_2_73
crossref_primary_10_1111_asap_12388
Cites_doi 10.52598/jpll/3/2/6
10.1093/elt/46.1.81
10.1007/BF02202939
10.1207/s15327906mbr3201_3
10.1177/0081246320986287
10.1126/science.1165821
10.1007/s12144-022-03045-7
10.1177/13621688211001289
10.3389/fpsyg.2014.00036
10.1080/17501229.2022.2098961
10.14746/ssllt.2011.1.1.5
10.1037/a0038908
10.1080/01443410.2017.1412400
10.1017/CBO9780511733031
10.1016/j.jsp.2018.05.007
10.1002/pits.22478
10.1007/s10902-015-9688-7
10.1177/1362168819831408
10.3389/fpsyg.2022.938756
10.1207/s15328007sem1102_8
10.1037/0022-3514.92.6.1087
10.1007/s10902-020-00339-0
10.1207/S15328007SEM0902_5
10.1016/j.lindif.2020.101904
10.1080/01434632.2020.1746319
10.1007/s10639-020-10167-7
10.1177/1362168820921895
10.1080/10705519909540118
10.3102/0013189X09332374
10.1080/01443410.2017.1322179
10.1080/03055698.2016.1237866
10.1017/S0142716409990099
10.1007/s10880-020-09731-7
10.1016/j.paid.2016.09.039
10.1016/j.lindif.2021.102011
10.2307/1129703
10.1016/j.ics.2005.12.052
10.3389/fpsyg.2021.707314
10.7275/12097560
10.5093/psed2020a11
10.1007/s11482-021-09928-4
10.1080/0307507032000122305
10.1027/1015-5759/a000407
10.1016/j.ijer.2006.03.003
10.1353/rhe.2017.0000
10.1075/itl.20001.sud
10.3109/03005364000000039
10.1007/s12144-019-0138-2
10.1016/j.stueduc.2021.101060
10.1080/00223890802634290
10.1037/0022-3514.75.2.509
10.1177/0044118x14553581
10.1787/9789264190511-en
10.3389/fpsyg.2019.02645
10.1080/01443410.2020.1867076
10.3389/fpsyg.2020.564327
10.1007/s40299-019-00463-3
10.3102/0034654313483907
10.1177/0265407520921557
10.1002/pits.22044
10.1002/tea.3660270906
10.14746/ssllt.2021.11.2.4
10.3389/fpsyg.2021.745435
10.1111/j.1467-8624.2009.01348.x
10.3389/fpsyg.2022.880220
10.1080/17439760.2014.898320
10.1016/j.psychres.2015.04.041
10.3389/fpsyg.2021.823280
10.1111/1467-8721.ep10768783
10.4159/9780674028845
10.1002/pchj.289
10.2139/ssrn.4012786
10.24106/kefdergi.3179
10.1017/CBO9780511571190.004
10.1093/acprof:oso/9780195327892.003.0002
ContentType Journal Article
Copyright Copyright © 2022 Cui and Yang.
Copyright © 2022 Cui and Yang. 2022 Cui and Yang
Copyright_xml – notice: Copyright © 2022 Cui and Yang.
– notice: Copyright © 2022 Cui and Yang. 2022 Cui and Yang
DBID AAYXX
CITATION
7X8
5PM
DOA
DOI 10.3389/fpsyg.2022.1038878
DatabaseName CrossRef
MEDLINE - Academic
PubMed Central (Full Participant titles)
DOAJ Open Access Full Text
DatabaseTitle CrossRef
MEDLINE - Academic
DatabaseTitleList
MEDLINE - Academic

CrossRef
Database_xml – sequence: 1
  dbid: DOA
  name: DOAJ Directory of Open Access Journals
  url: https://www.doaj.org/
  sourceTypes: Open Website
DeliveryMethod fulltext_linktorsrc
Discipline Psychology
EISSN 1664-1078
ExternalDocumentID oai_doaj_org_article_2331750b59624be7adbeca7c38bde94a
PMC9574368
10_3389_fpsyg_2022_1038878
GroupedDBID 53G
5VS
9T4
AAFWJ
AAKDD
AAYXX
ABIVO
ACGFO
ACGFS
ACHQT
ACXDI
ADBBV
ADRAZ
AEGXH
AFPKN
AIAGR
ALMA_UNASSIGNED_HOLDINGS
AOIJS
BAWUL
BCNDV
CITATION
DIK
EBS
EJD
EMOBN
F5P
GROUPED_DOAJ
GX1
HYE
KQ8
M48
M~E
O5R
O5S
OK1
P2P
PGMZT
RNS
RPM
7X8
5PM
ID FETCH-LOGICAL-c445t-3b9126573c2b4f4526d2d03f9c84aca00b8047f5f417b5c717a2de9a71c947b73
IEDL.DBID M48
ISSN 1664-1078
IngestDate Wed Aug 27 01:21:10 EDT 2025
Thu Aug 21 18:39:56 EDT 2025
Thu Jul 10 18:24:11 EDT 2025
Tue Jul 01 01:35:28 EDT 2025
Thu Apr 24 23:02:19 EDT 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Language English
License This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c445t-3b9126573c2b4f4526d2d03f9c84aca00b8047f5f417b5c717a2de9a71c947b73
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Bambang Pratolo, Ahmad Dahlan University, Indonesia; Danijela Prošić-Santovac, University of Novi Sad, Serbia
Edited by: María Sánchez Zafra, University of Jaén, Spain
OpenAccessLink http://journals.scholarsportal.info/openUrl.xqy?doi=10.3389/fpsyg.2022.1038878
PQID 2726924873
PQPubID 23479
ParticipantIDs doaj_primary_oai_doaj_org_article_2331750b59624be7adbeca7c38bde94a
pubmedcentral_primary_oai_pubmedcentral_nih_gov_9574368
proquest_miscellaneous_2726924873
crossref_citationtrail_10_3389_fpsyg_2022_1038878
crossref_primary_10_3389_fpsyg_2022_1038878
ProviderPackageCode CITATION
AAYXX
PublicationCentury 2000
PublicationDate 2022-10-03
PublicationDateYYYYMMDD 2022-10-03
PublicationDate_xml – month: 10
  year: 2022
  text: 2022-10-03
  day: 03
PublicationDecade 2020
PublicationTitle Frontiers in psychology
PublicationYear 2022
Publisher Frontiers Media S.A
Publisher_xml – name: Frontiers Media S.A
References Little (B58) 1997; 32
Karimi (B45) 2021; 40
Lee (B54) 2020; 24
Schmidt (B76) 2017; 35
Cohen (B18) 1992; 1
Sunderland (B83) 1992; 46
Bowlby (B8) 1969
Pishghadam (B70) 2021; 12
Christensen (B17) 2014; 8
Thapa (B85) 2013; 83
Jin (B43) 2019; 10
Sparks (B81) 2009; 30
Hiver (B35) 2021
Jones (B44) 1990; 27
Nouara (B65) 2020
Kim (B48) 2017; 43
Shirai (B79) 2006; 1287
Von Culin (B89) 2014; 9
Yamashita (B91) 2018
Buckingham (B10) 2020; 28
Ellicott (B24) 2013
Lee (B53) 2020; 43
Shen (B78) 2022; 13
(B63) 2001
Harter (B33) 1996
Marsh (B62) 1998; 75
Jiang (B42) 2021; 11
Scarr (B75) 1983; 54
Thomas (B86) 2022; 52
Eskreis-Winkler (B26) 2014; 5
Li (B56) 2021; 3
Teimouri (B84) 2020; 26
(B66) 2013
Datu (B19) 2018; 69
Chen (B14) 2018; 55
Hooper (B36) 2008; 6
Hu (B37) 1999; 6
Hung (B39) 2020
Lan (B51) 2019; 8
Liu (B59) 2021; 88
Keith (B47) 2015
Namaziandost (B64) 2020; 25
Vainio (B87) 2016; 17
Li (B57) 2017; 37
Dong (B21) 2011
Jia (B41) 2009; 80
Bataineh (B5) 2018; 18
Pianta (B67) 2008
Feng (B28) 2020; 81
Chen (B13) 2022
Ma (B61) 2017; 38
Lan (B52) 2020; 37
Armsden (B3) 1987; 16
Changlek (B12) 2015; 8
Pianta (B68) 2009; 38
Chen (B15) 2021; 22
Van Ha (B88) 2021; 11
Sudina (B82) 2021; 172
Richardson (B71) 2003; 28
Datu (B20) 2017; 105
Duckworth (B22) 2009; 91
Baker (B4) 2014; 49
Sadoughi (B72) 2021; 70
Silinskas (B80) 2015; 51
Sadoughi (B73) 2022
Gan (B30) 2021; 12
Hejazi (B34) 2022
Huang (B38) 2010; 3
Liu (B60) 2021
Piechurska-Kuciel (B69) 2011; 1
Alamer (B2) 2021; 41
Duckworth (B23) 2007; 92
Bronfenbrenner (B9) 1979
Kramer (B50) 2018; 47
Yuan (B92) 2022; 12
Kothari (B49) 2020; 58
Borgatti (B7) 2009; 323
Geng (B31) 2020; 29
Leung (B55) 2021; 16
Fernández Martín (B29) 2020; 26
Akos (B1) 2017; 40
Blalock (B6) 2015; 228
Keegan (B46) 2017; 55
Sameroff (B74) 2009
Wubbels (B90) 2005; 43
Byrne (B11) 2004; 11
Hair (B32) 2010
Feng (B27) 2013; 2
Eranil (B25) 2019; 27
Cheung (B16) 2002; 9
Hutchinson (B40) 1987
Shao (B77) 2022; 13
References_xml – volume: 3
  start-page: 86
  year: 2021
  ident: B56
  article-title: How classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students.
  publication-title: J. Psychol. Lang. Learn.
  doi: 10.52598/jpll/3/2/6
– volume: 8
  start-page: 23
  year: 2015
  ident: B12
  article-title: Motivation and grit: Predictors of language learning achievement.
  publication-title: Hum. Soc. Sci. Arts
– volume: 2
  start-page: 50
  year: 2013
  ident: B27
  article-title: The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable.
  publication-title: Educ. Res. Int.
– year: 2013
  ident: B24
  publication-title: The Secret of China’s Schooling Success? Pushy Parents and Even Pushier Teachers.
– volume: 46
  start-page: 81
  year: 1992
  ident: B83
  article-title: Gender in the EFL classroom.
  publication-title: ELT J.
  doi: 10.1093/elt/46.1.81
– volume: 16
  start-page: 427
  year: 1987
  ident: B3
  article-title: The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence.
  publication-title: J. Youth Adolesc.
  doi: 10.1007/BF02202939
– volume: 32
  start-page: 53
  year: 1997
  ident: B58
  article-title: Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues.
  publication-title: Mult. Behav. Res.
  doi: 10.1207/s15327906mbr3201_3
– volume: 52
  start-page: 99
  year: 2022
  ident: B86
  article-title: Student factors affecting academic success among undergraduate students at two South African higher education institutions.
  publication-title: South African J. Psychol.
  doi: 10.1177/0081246320986287
– volume: 323
  start-page: 892
  year: 2009
  ident: B7
  article-title: Network analysis in the social sciences.
  publication-title: Science
  doi: 10.1126/science.1165821
– year: 2022
  ident: B73
  article-title: The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior.
  publication-title: Curr. Psychol.
  doi: 10.1007/s12144-022-03045-7
– year: 2021
  ident: B35
  article-title: Engagement in language learning: A systematic review of 20 years of research methods and definitions.
  publication-title: Lang. Teach. Res.
  doi: 10.1177/13621688211001289
– volume: 5
  year: 2014
  ident: B26
  article-title: The grit effect: Predicting retention in the military, the workplace, school and marriage.
  publication-title: Front. Psychol.
  doi: 10.3389/fpsyg.2014.00036
– year: 2022
  ident: B34
  article-title: How does teacher support contribute to learners’ grit? The role of learning enjoyment.
  publication-title: Innov. Lang. Learn. Teach.
  doi: 10.1080/17501229.2022.2098961
– year: 2021
  ident: B60
  publication-title: China’s First Regional Education Quality Health Examination Report.
– volume: 1
  start-page: 83
  year: 2011
  ident: B69
  article-title: Perceived teacher support and language anxiety in Polish secondary school EFL Learners.
  publication-title: Stud. Sec. Lang. Learn. Teach.
  doi: 10.14746/ssllt.2011.1.1.5
– volume: 51
  start-page: 419
  year: 2015
  ident: B80
  article-title: The developmental dynamics of children’s academic performance and mothers’ homework-related affect and practices.
  publication-title: Dev. Psychol.
  doi: 10.1037/a0038908
– volume: 38
  start-page: 687
  year: 2017
  ident: B61
  article-title: The association between teacher-student relationships and academic achievement in Chinese EFL context: A serial multiple mediation model.
  publication-title: Educ. Psychol.
  doi: 10.1080/01443410.2017.1412400
– year: 1987
  ident: B40
  publication-title: English for Specific Purposes.
  doi: 10.1017/CBO9780511733031
– volume: 69
  start-page: 100
  year: 2018
  ident: B19
  article-title: Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study.
  publication-title: J. Sch. Psychol.
  doi: 10.1016/j.jsp.2018.05.007
– volume: 58
  start-page: 913
  year: 2020
  ident: B49
  article-title: Educational resilience among youth in foster care.
  publication-title: Psychol. Sch.
  doi: 10.1002/pits.22478
– volume: 17
  start-page: 2119
  year: 2016
  ident: B87
  article-title: Grit and different aspects of well-being: Direct and indirect relationships via sense of coherence and authenticity.
  publication-title: J. Happiness Stud.
  doi: 10.1007/s10902-015-9688-7
– volume: 24
  start-page: 813
  year: 2020
  ident: B54
  article-title: Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings.
  publication-title: Lang. Teach. Res.
  doi: 10.1177/1362168819831408
– volume: 13
  year: 2022
  ident: B77
  article-title: The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience.
  publication-title: Front. Psychol.
  doi: 10.3389/fpsyg.2022.938756
– volume: 55
  start-page: 2
  year: 2017
  ident: B46
  article-title: Identifying and building grit in language learners.
  publication-title: Engl. Teach. Forum
– year: 2001
  ident: B63
  publication-title: Guidelines for actively promoting the English courses opening in primary schools.
– volume: 47
  start-page: 25
  year: 2018
  ident: B50
  article-title: Student grittiness: A pilot study investigating scholarly persistence in EFL classrooms.
  publication-title: Osaka Jokaguin Junior Coll. Kiyo
– volume: 11
  start-page: 272
  year: 2004
  ident: B11
  article-title: Testing for multigroup invariance using AMOS graphics: A road less traveled.
  publication-title: Struct. Equ. Modeling
  doi: 10.1207/s15328007sem1102_8
– volume: 92
  start-page: 1087
  year: 2007
  ident: B23
  article-title: Grit: Perseverance and passion for long-term goals.
  publication-title: J. Personal. Soc. Psychol.
  doi: 10.1037/0022-3514.92.6.1087
– volume: 22
  start-page: 2761
  year: 2021
  ident: B15
  article-title: On the role of passion in second language learning and flourishing.
  publication-title: J. Happiness Stud.
  doi: 10.1007/s10902-020-00339-0
– volume: 9
  start-page: 233
  year: 2002
  ident: B16
  article-title: Evaluating goodness-of-fit indexes for testing measurement invariance.
  publication-title: Struct. Equ. Modeling
  doi: 10.1207/S15328007SEM0902_5
– volume: 81
  year: 2020
  ident: B28
  article-title: Persistence in language learning: The role of grit and future self-guides.
  publication-title: Learn. Individ. Differ.
  doi: 10.1016/j.lindif.2020.101904
– volume: 43
  start-page: 452
  year: 2020
  ident: B53
  article-title: The role of grit and classroom enjoyment in EFL learners’ willingness to communicate.
  publication-title: J. Multiling. Mult. Dev.
  doi: 10.1080/01434632.2020.1746319
– volume: 25
  start-page: 4041
  year: 2020
  ident: B64
  article-title: An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model.
  publication-title: Educ. Inf. Technol.
  doi: 10.1007/s10639-020-10167-7
– volume: 26
  start-page: 893
  year: 2020
  ident: B84
  article-title: L2 grit: Passion and perseverance for second-language learning.
  publication-title: Lang. Teach. Res.
  doi: 10.1177/1362168820921895
– volume: 6
  start-page: 1
  year: 1999
  ident: B37
  article-title: Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.
  publication-title: Struct. Equ. Modeling
  doi: 10.1080/10705519909540118
– volume: 38
  start-page: 109
  year: 2009
  ident: B68
  article-title: Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity.
  publication-title: Educ. Researcher
  doi: 10.3102/0013189X09332374
– volume: 8
  start-page: 16
  year: 2014
  ident: B17
  article-title: Comparative measures of grit, tenacity, and perseverance.
  publication-title: Int. J. Learn. Teach. Educ. Res.
– volume: 37
  start-page: 1001
  year: 2017
  ident: B57
  article-title: The ‘secrets’ of Chinese students’ academic success: Academic resilience among students from highly competitive academic environments.
  publication-title: Educ. Psychol.
  doi: 10.1080/01443410.2017.1322179
– volume: 43
  start-page: 1
  year: 2017
  ident: B48
  article-title: The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning.
  publication-title: Educ. Stud.
  doi: 10.1080/03055698.2016.1237866
– volume: 30
  start-page: 725
  year: 2009
  ident: B81
  article-title: Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency.
  publication-title: Appl. Psychol.
  doi: 10.1017/S0142716409990099
– volume: 28
  start-page: 518
  year: 2020
  ident: B10
  article-title: The relationship between psychological resilience and pain threshold and tolerance: Optimism and grit as moderators.
  publication-title: J. Clin. Psychol. Med. Settings
  doi: 10.1007/s10880-020-09731-7
– start-page: 1
  year: 1969
  ident: B8
  publication-title: Attachment and Loss: Volume I: Attachment
– volume: 3
  start-page: 32
  year: 2010
  ident: B38
  article-title: The relationship between teacher and peer support and English-language learners’ anxiety.
  publication-title: English Lang. Teach.
– volume: 105
  start-page: 135
  year: 2017
  ident: B20
  article-title: Sense of relatedness is linked to higher grit in a collectivist setting.
  publication-title: Personal. Individ. Differ.
  doi: 10.1016/j.paid.2016.09.039
– volume: 88
  year: 2021
  ident: B59
  article-title: Self-oriented learning perfectionism and English learning burnout among EFL learners using mobile applications: The mediating roles of English learning anxiety and grit.
  publication-title: Learn. Individ. Differ.
  doi: 10.1016/j.lindif.2021.102011
– volume: 54
  start-page: 424
  year: 1983
  ident: B75
  article-title: How people make their own environments: A theory of genotype? environment effects.
  publication-title: Child Dev.
  doi: 10.2307/1129703
– volume: 1287
  start-page: 179
  year: 2006
  ident: B79
  article-title: How transactional analysis can be used in terminal care.
  publication-title: Int. Cong. Series
  doi: 10.1016/j.ics.2005.12.052
– volume: 12
  year: 2021
  ident: B70
  article-title: Examining the role of teachers’ stroking behaviors in EFL learners’ active/passive motivation and teacher success.
  publication-title: Front. Psychol.
  doi: 10.3389/fpsyg.2021.707314
– year: 2018
  ident: B91
  publication-title: Grit and second language acquisition: Can passion and perseverance predict performance in Japanese language learning?
  doi: 10.7275/12097560
– volume: 26
  start-page: 163
  year: 2020
  ident: B29
  article-title: Grit as a predictor and outcome of educational, professional, and personal success: A systematic review.
  publication-title: Psicol. Educ.
  doi: 10.5093/psed2020a11
– volume: 16
  start-page: 2335
  year: 2021
  ident: B55
  article-title: Predictors to happiness in primary students: Positive relationships or academic achievement.
  publication-title: Appl. Res. in Qual. Life
  doi: 10.1007/s11482-021-09928-4
– volume: 28
  start-page: 475
  year: 2003
  ident: B71
  article-title: Another look at the role of age, gender and subject as predictors of academic attainment in higher education.
  publication-title: Stud. High. Educ.
  doi: 10.1080/0307507032000122305
– volume: 35
  start-page: 436
  year: 2017
  ident: B76
  article-title: Measuring grit: A German validation and a domain-specific approach to grit.
  publication-title: Eur. J. Psychol. Assess.
  doi: 10.1027/1015-5759/a000407
– volume: 43
  start-page: 6
  year: 2005
  ident: B90
  article-title: Two decades of research on teacher–student relationships in class.
  publication-title: Int. J. Educ. Res.
  doi: 10.1016/j.ijer.2006.03.003
– volume: 40
  start-page: 163
  year: 2017
  ident: B1
  article-title: Investigating grit at a non-cognitive predictor of college success.
  publication-title: Rev. High. Educ.
  doi: 10.1353/rhe.2017.0000
– volume: 172
  start-page: 161
  year: 2021
  ident: B82
  article-title: Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia.
  publication-title: ITL-Int. J. Appl. Linguistics
  doi: 10.1075/itl.20001.sud
– volume: 6
  start-page: 53
  year: 2008
  ident: B36
  article-title: Structural equation modeling: Guidelines for determining model fit.
  publication-title: Electronic J. Bus. Res. Methods
  doi: 10.3109/03005364000000039
– volume: 40
  start-page: 2026
  year: 2021
  ident: B45
  article-title: Academic burnout, shame, intrinsic motivation and teacher affective support among Iranian EFL learners: A structural equation modeling approach.
  publication-title: Curr. Psychol.
  doi: 10.1007/s12144-019-0138-2
– start-page: 57
  year: 2015
  ident: B47
  publication-title: Three and More Independent Variables and Related Issues. Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling.
– volume: 70
  year: 2021
  ident: B72
  article-title: Teacher support and academic engagement among EFL learners: The role of positive academic emotions.
  publication-title: Stud. Educ. Eval.
  doi: 10.1016/j.stueduc.2021.101060
– year: 2009
  ident: B74
  publication-title: The Transactional Model of Development: How Children and Contexts Shape Each Other.
– volume: 91
  start-page: 166
  year: 2009
  ident: B22
  article-title: Development and validation of the Short Grit Scale (grit-s).
  publication-title: J. Personal. Assess.
  doi: 10.1080/00223890802634290
– volume: 75
  start-page: 509
  year: 1998
  ident: B62
  article-title: Top-down, bottom up, and horizontal models: The direction of causality in multidimensional, hierarchical self-concept models.
  publication-title: J. Personal. Soc. Psychol.
  doi: 10.1037/0022-3514.75.2.509
– volume: 49
  start-page: 658
  year: 2014
  ident: B4
  article-title: What it takes to succeed: The importance of social support for academically successful middle school English learners.
  publication-title: Youth Soc.
  doi: 10.1177/0044118x14553581
– year: 2013
  ident: B66
  publication-title: PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem-Solving and Financial Literacy.
  doi: 10.1787/9789264190511-en
– volume: 10
  year: 2019
  ident: B43
  article-title: Peer attachment and academic procrastination in Chinese college students: A moderated mediation model of future time perspective and grit.
  publication-title: Front. Psychol.
  doi: 10.3389/fpsyg.2019.02645
– volume: 41
  start-page: 544
  year: 2021
  ident: B2
  article-title: Grit and language learning: Construct validation of L2-Grit scale and its relation to later vocabulary knowledge.
  publication-title: Educ. Psychol.
  doi: 10.1080/01443410.2020.1867076
– volume: 11
  year: 2021
  ident: B42
  article-title: Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of Western and East Asian learners.
  publication-title: Front. Psychol.
  doi: 10.3389/fpsyg.2020.564327
– volume: 29
  start-page: 171
  year: 2020
  ident: B31
  article-title: Longitudinal relations between students’ engagement and their perceived relationships with teachers and peers in a Chinese secondary school.
  publication-title: Asia Pacific Educ. Researcher
  doi: 10.1007/s40299-019-00463-3
– year: 2020
  ident: B39
  publication-title: Teacher Support and Intrinsic Motivation: The Mediating Roles of Enjoyment, Anxiety, and Self-Efficacy.
– volume: 83
  start-page: 357
  year: 2013
  ident: B85
  article-title: A review of school climate research.
  publication-title: Rev. Educ. Res.
  doi: 10.3102/0034654313483907
– volume: 37
  start-page: 2250
  year: 2020
  ident: B52
  article-title: Grit and peer relationships in early adolescence: A person-centered approach.
  publication-title: J. Soc. Personal Relationsh.
  doi: 10.1177/0265407520921557
– year: 2010
  ident: B32
  publication-title: Multivariate Data Analysis
– volume: 55
  start-page: 107
  year: 2018
  ident: B14
  article-title: Factors related to resilience of academically gifted students in the Chinese cultural and educational environment.
  publication-title: Psychol. Sch.
  doi: 10.1002/pits.22044
– volume: 27
  start-page: 861
  year: 1990
  ident: B44
  article-title: Gender differences in teacher-student interactions in science classrooms.
  publication-title: J. Res. Sci. Teach.
  doi: 10.1002/tea.3660270906
– volume: 11
  start-page: 235
  year: 2021
  ident: B88
  article-title: High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion.
  publication-title: Stud. Sec. Lang. Learn. Teach.
  doi: 10.14746/ssllt.2021.11.2.4
– volume: 12
  year: 2021
  ident: B30
  article-title: The role of teacher-student relatedness and teachers’ engagement on students’ engagement in EFL classrooms.
  publication-title: Front. Psychol.
  doi: 10.3389/fpsyg.2021.745435
– volume: 80
  start-page: 1514
  year: 2009
  ident: B41
  article-title: The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents.
  publication-title: Child Dev.
  doi: 10.1111/j.1467-8624.2009.01348.x
– volume: 13
  year: 2022
  ident: B78
  article-title: Increasing Chinese EFL learners’ grit: The role of teacher respect and support.
  publication-title: Front. Psychol.
  doi: 10.3389/fpsyg.2022.880220
– start-page: 59
  year: 2011
  ident: B21
  article-title: Children and adolescents peer relationship scale
  publication-title: Introduction to Standardized Tests About Chinese Children’s and Adolescent’s Psychological Development
– volume: 9
  start-page: 306
  year: 2014
  ident: B89
  article-title: Unpacking grit: Motivational correlates of perseverance and passion for long-term goals.
  publication-title: J. Posit. Psychol.
  doi: 10.1080/17439760.2014.898320
– volume: 18
  start-page: 21
  year: 2018
  ident: B5
  article-title: Gender and EFL writing: Does WhatsApp make a difference?
  publication-title: Teach. English Technol.
– volume: 228
  start-page: 781
  year: 2015
  ident: B6
  article-title: Stability amidst turmoil: Grit buffers the effects of negative life events on suicidal ideation.
  publication-title: Psychiatry Res.
  doi: 10.1016/j.psychres.2015.04.041
– volume: 12
  year: 2022
  ident: B92
  article-title: Enhancing Chinese EFL Students’ Grit: The Impact of Teacher Stroke and Teacher-Student Rapport.
  publication-title: Front. Psychol.
  doi: 10.3389/fpsyg.2021.823280
– year: 2020
  ident: B65
  publication-title: Investigating the effect of EFL learners’ grit and growth mindset on their academic reading achievement.
– volume: 1
  start-page: 98
  year: 1992
  ident: B18
  article-title: Statistical power analysis.
  publication-title: Curr. Dir. Psychol. Sci.
  doi: 10.1111/1467-8721.ep10768783
– year: 1979
  ident: B9
  publication-title: Ecology of Human Development.
  doi: 10.4159/9780674028845
– volume: 8
  start-page: 520
  year: 2019
  ident: B51
  article-title: Peer attachment and grit in adolescence and emerging adulthood.
  publication-title: PsyCh. J.
  doi: 10.1002/pchj.289
– year: 2022
  ident: B13
  publication-title: How competition shapes peer effects: Evidence from a university in China. SSRN.
  doi: 10.2139/ssrn.4012786
– volume: 27
  start-page: 1371
  year: 2019
  ident: B25
  article-title: Investigation of social relation components of high school students.
  publication-title: Kastamonu Eğitim Dergisi
  doi: 10.24106/kefdergi.3179
– start-page: 11
  year: 1996
  ident: B33
  article-title: Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents
  publication-title: Social Motivation: Understanding Children’s School Adjustment
  doi: 10.1017/CBO9780511571190.004
– year: 2008
  ident: B67
  article-title: Building capacity for positive youth development in secondary school classrooms: Changing teachers’ interactions with students
  publication-title: Toward Positive Youth Development: Transforming Schools and Community Programs
  doi: 10.1093/acprof:oso/9780195327892.003.0002
SSID ssj0000402002
Score 2.3556757
Snippet This study examined the longitudinal reciprocal relations between students’ grit and their perceptions of social relationships (teacher-student and peer...
This study examined the longitudinal reciprocal relations between students' grit and their perceptions of social relationships (teacher-student and peer...
SourceID doaj
pubmedcentral
proquest
crossref
SourceType Open Website
Open Access Repository
Aggregation Database
Enrichment Source
Index Database
StartPage 1038878
SubjectTerms EFL learning
grit
peer relationship
Psychology
reciprocal relations
teacher-student relationship
SummonAdditionalLinks – databaseName: DOAJ Open Access Full Text
  dbid: DOA
  link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1NT9wwELUQJy6oLSC2hWqQeqsisrazdrjRCoSQyqlI3Cx_LitV2RXZBe25f7wzTna1ubSXXhNbTjwTzzxn_B5jX0ISxHpuC6-dLqS3qrB1KAtd2YlyCbtF2of88TC5e5T3T9XTjtQX1YR19MDdxF1yQRGudKQSI11UNuCoVnmhXYi1zKkRxrwdMJXXYIJFVLpDp2QQhdWXadGup4gHOc-c4Jp01XYiUSbsH2SZwxrJnaBz-44d9tkiXHdP-Z7txeYDO9guWusj9rs7Xwsvm6K259miBdsEmCLsh1kD_UFdsHgZUqfECZttSuhVI6aQVYeA2Iuhzcyc0Ha0l-0VXMMSTR6LN_uKPeYkcbQKJKeV26yP2ePtzc_vd0UvrFB4KatlIVw95pNKCc-dTCQyHngoRaq9ltbbsnS6lCpVSY6VqzwiPstxsq0a-1oqp8QJ22_mTTxlwAnhRGEx7xAY7CudQqA1QdfKOew9YuPNJBvfs46T-MUvg-iDDGOyYQwZxvSGGbGv2z6LjnPjr62_ke22LYkvO19ALzK9F5l_edGIXWwsb_D7op8mtonzVWu44hPEqFqJEVMDlxiMOLzTzJ4zU3ddKWL4__g_HvETO6DXzoWE4oztL19W8RwToqX7nH3_D9fjDes
  priority: 102
  providerName: Directory of Open Access Journals
Title Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study
URI https://www.proquest.com/docview/2726924873
https://pubmed.ncbi.nlm.nih.gov/PMC9574368
https://doaj.org/article/2331750b59624be7adbeca7c38bde94a
Volume 13
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1Nb9QwELVKufSCKB9iC1RG4oYCWdtZO0ioahFVhVROrNSb5a9sV6qyS5Kl3TN_nBnHWRGpcODqeBTFM7bnOeP3CHnrK46s5yZzyqpMOCMzU_o8U4WZSVuBWcBzyMtvs4u5-HpVXO2RQe4oDWB7L7RDPal5c_P-7sf2BCb8J0ScsN9-qNbtdgFQj7FI962kekAews4kUdHgMqX7cWVGsIQFPUd_Nx3tT5HGf5R7jisn_9iKzh-TRymHpKe90w_JXqifkIPdUrZ9Sn71t25pM5S6XS_XLTW1p4tm2dFlTdP1XWqgmVa9PicdDi9p0pJY0KhFRJHTmLaRr5O2PRlm-5Ge0g4CIWS35idYrFD4aONRZCv22T4j8_Mv3z9fZEluIXNCFF3GbTlls0Jyx6yoUHrcM5_zqnRKGGfy3KpcyKqoYGRt4QAHGuZDaeTUlUJayZ-T_XpVhxeEMsQ9gRvIRjikAIWqvMeVQpXSWrCekOkwyNolLnKUxLjRgEnQMTo6RqNjdHLMhLzb2ax7Jo5_9j5D3-16Iot2bFg1C50mpWYcs6fcogKRsEEaDxFtpOPKwocJMyFvBs9rmHX4K8XUYbVpNZNsBshVST4hchQSozeOn9TL68jfXRYSef-P_tvyJTnAb401hfwV2e-aTXgNuVFnj-OZwnEM-9-sNhVl
linkProvider Scholars Portal
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Social+relationships+and+grit+in+English+as+a+foreign+language+learning+among+high+school+students%3A+A+three-wave+longitudinal+study&rft.jtitle=Frontiers+in+psychology&rft.au=Cui%2C+Tianxue&rft.au=Yang%2C+Yanchao&rft.date=2022-10-03&rft.pub=Frontiers+Media+S.A&rft.eissn=1664-1078&rft.volume=13&rft_id=info:doi/10.3389%2Ffpsyg.2022.1038878&rft.externalDocID=PMC9574368
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1664-1078&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1664-1078&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1664-1078&client=summon