Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach

SOLHİ M., Derakhshan A., Ünsal B.

Journal of Multilingual and Multicultural Development, 2023 (AHCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/01434632.2023.2175834
  • Dergi Adı: Journal of Multilingual and Multicultural Development
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, International Bibliography of Social Sciences, Periodicals Index Online, Communication & Mass Media Index, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, Linguistic Bibliography, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Social services abstracts, Sociological abstracts, DIALNET
  • Anahtar Kelimeler: L2 grit, boredom coping strategies, emotion regulation strategies
  • İstanbul Medipol Üniversitesi Adresli: Evet

Özet

This study intended to explore the relations between 259 Turkish EFL students’ L2 grit (i.e. the persistence of effort and consistency of interest) and boredom coping strategies (i.e. cognitive approach, behavioural approach, cognitive avoidance, and behavioural avoidance) as well as the moderating role of their emotion regulation strategies, viz., reappraisal and suppression. The results of the structural equation modelling (SEM) indicated strong correlations between L2 grit and boredom coping strategies as well as emotional regulation and boredom coping strategies. Moreover, the correlation between L2 grit and emotional regulation was found moderately strong. Although L2 grit was entirely a strong predictor of boredom coping strategies, it was indicated to be a stronger predictor of cognitive approach to cope with boredom. Additionally, the results showed that L2 grit was a significant predictor of boredom coping strategies, whereas emotion regulation did not significantly moderate this prediction. Pedagogical implications are discussed regarding the significance of grit in L2 contexts.