Trabajando duro, trabajando inteligentemente y trabajando consistentemente: Hacia la conceptualización y medición de la tenacidad en el aprendizaje de lenguas extranjeras
DOI:
https://doi.org/10.30827/portalin.vi41.26953Palabras clave:
constancia en el aprendizaje de idiomas, diferencia individual, personalidad, adquisición de un segundo idiomaResumen
La tenacidad académica, en su nivel más fundamental, se refiere a cuán duro y cuán inteligente trabaja un individuo durante un largo período. Si bien esta noción está destinada a una amplia gama de contextos académicos, es particularmente reconocible para aquellos que se comprometen de por vida a aprender una lengua extranjera (FL). Este estudio informa un intento inicial de conceptualizar y medir la tenacidad en el aprendizaje de idiomas (FLT). The Foreign Language Tenacity Scale (FLTS), un instrumento de autoinforme, se desarrolló y validó con una muestra de 272 estudiantes de nivel terciario que estudiaban inglés como lengua extranjera (EFL). FLT surgió como un constructo multifacético que se correlacionó positivamente con el disfrute en el aprendizaje de idiomas (FLE), el bienestar mental (MWB), el logro del idioma y la autopercepción del dominio del idioma, y se correlacionó negativamente con la ansiedad en el aula de idiomas (FLCA). La tenacidad parece representar efectivamente las características clave de los estudiantes exitosos de FL. Un análisis de regresión múltiple jerárquico reveló que FLT y FLCA eran predictores significativos del rendimiento del lenguaje y que incluir FLT en el análisis (en lugar de solo FLE y FLCA) explicaba la variación adicional.
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Alamer, A. (2021). Grit and language learning: Construct validation of L2-grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41(5), 544–562. https://doi.org/10.1080/01443410.2020.1867076
Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7(1), 1–15. https://doi.org/10.1207/s15327965pli0701_1
Botes, E., Dewaele, J., & Greiff, S. (2021). The development and validation of the short form of the foreign language enjoyment scale. Modern Language Journal, 105(4), 858–876. https://doi.org/10.1111/modl.12741
Brown, R. A (1973). A first language: The early stages. London: George Allen & Unwin Ltd.
Browne, M. W., & Cudeck, R. (1989). Single sample cross-validation indices for covariance structures. Multivariate Behavioral Research, 24(4), 445–455.
Campbell, H. L., Barry, C. L., Joe, J. N., & Finney, S. J. (2008). Configural, metric, and scalar invariance of the modified achievement goal questionnaire across african american and white university students. Educational and Psychological Measurement, 68(6), 988–1007. https://doi.org/10.1177/0013164408315269
Carrano, J. (2013). Measuring academic tenacity: New visions for public schools. In J. Mishook (Ed.), College readiness indicator systems: A framework for the field (pp. 12–18). Rhode Island: Brown University.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), The handbook on mixed methods in the behavioral and social sciences (pp. 209–240). Thousand Oaks, CA: Sage.
Danesh, J., & Shahnaazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 72, 101636. https://doi.org/10.1016/j.lmot.2020.101636
DeVellis, R.F. (2003). Scale development: Theory and applications. Thousand Oaks: Sage.
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. & MacIntyre, P. (2016). 9 Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner. In P. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 215–236). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783095360-010
Dewaele, J. -M., & Furnham, A. (1999). Extraversion: The unloved variable in applied linguistic research. Language Learning, 49(3), 509–544. https://doi.org/10.1111/0023-8333.00098
Dewaele, J. -M. (2007). Predicting language learners’ grades in the L1, L2, L3 and L4: The effect of some psychological and sociocognitive variables. International Journal of Multilingualism, 4(3), 169–197. https://doi.org/10.2167/ijm080.0
Dewaele, J. -M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74–94). Malden: Wiley-Blackwell.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Dweck, C., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation. Retrieved from https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf.
Ehrman, M. (2008). Personality and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (Cambridge Language Teaching Library, pp. 61-72). Cambridge: Cambridge University Press.
Elahi Shirvan, M., Taherian, T., Shahnama, M., & Yazdanmehr, E. (2021). A longitudinal study of foreign language enjoyment and L2 grit: A latent growth curve modeling. Frontiers in Psychology, 12, 720326. https://doi.org/10.3389/fpsyg.2021.720326
Ellis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 525–551). Oxford: Blackwell.
Freiermuth, M., Patanasorn, C., Ravindran, L., & Huang, H. -C. (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.
Gremigni, P., & Stewart-Brown, S. (2011). Measuring mental well-being: Italian validation of the warwick-edinburgh mental well-being scale (WEMWBS). Giornale Italiano Di Psicologia, 38(2), 485–505. https://doi.org/10.1421/35174
Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. but…. Communication Methods and Measures, 14(1), 1–24. https://doi.org/10.1080/19312458.2020.1718629
Hofmann, W., Baumeister, R. F., Förster, G., & Vohs, K. D. (2012). Everyday temptations: An experience sampling study of desire, conflict, and self-control. Journal of Personality and Social Psychology, 102(6), 1318–1335. https://doi.org/10.1037/a0026545
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
Hu, L. -t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 75–170). Consulting Psychologists Press.
Kannangara, C. S., Allen, R. E., Carson, J. F., Khan, S. Z. N., Waugh, G., & Kandadi, K. R. (2020). Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity: The Bolton Uni-stride scale (BUSS). PLoS ONE, 15(7 July) https://doi.org/10.1371/journal.pone.0235157
Kannangara, C., Allen, R., Hochard, K. D., & Carson, J. (2022). An international validation of the Bolton Uni-stride Scale (BUSS) of tenacity. PLoS ONE, 17(3 March) https://doi.org/10.1371/journal.pone.0264889
Legac, V. (2007). Foreign-language anxiety and listening skill in Croatian monolingual and bilingual students of EFL. In J. Horváth & M. Nikolov (Eds.), UPRT 2007: Empirical Studies in English Applied Linguistics (pp. 217–243). Pécs: Lingua Franca Csoport
Lucas, B., & Spencer, E. (2018). Developing Tenacity; Teaching learners how to persevere in the face of difficulty (Pedagogy for a Changing World series) (Illustrated ed.). Crown House Publishing.
MacIntyre, P. D. (1992). Anxiety and language learning from a stages of processing perspective (Unpublished doctoral dissertation). The University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/digitizedtheses/2155
MacIntyre, P. D., Clément, R., & Noels, K. A. (2007). Affective variables, attitude and personality in context. In D. Ayoun (Ed.), French applied linguistics (pp. 270–298). Amsterdam: Benjamins.
Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 86, 102118. https://doi.org/10.1016/j.system.2019.102118
Osburn, H. G. (2000). Coefficient alpha and related internal consistency reliability coefficients. Psychological Methods, 5(3), 343–355. https://doi.org/10.1037/1082-989X.5.3.343
Papi, M., & Khajavy, G. H. (2021). Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning, 71(2), 537–572. https://doi.org/10.1111/lang.12443
Park, G. -P. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211–221.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
Pervin, L. A., & John, O. P. (2001). Personality: Theory and research (8th ed.). New York: John Wiley & Sons.
Plonsky, L., & Oswald, F. L. (2014). How big is ‘big’? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. https://doi.org/10.1111/lang.12079
Plucker, J. A., & Makel, M. C. (2021). Replication is important for educational psychology: Recent developments and key issues. Educational Psychologist, 56(2), 90–100. https://doi.org/10.1080/00461520.2021.1895796
Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers' positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289–306. https://doi.org/10.1037/spq0000112
Resnik, P., Moskowitz, S., & Panicacci, A. (2021). Language learning in crisis mode: The connection between LX grit, trait emotional intelligence and learner emotions. Journal for the psychology of language learning, 3(2), 99–117.
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah: Erlbaum.
Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., Thiruchelvam, B., Plonsky, L. (2021). Language-specific grit: Exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching, 15(4), 334–351. https://doi.org/10.1080/17501229.2020.1802468
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
Suzuki, Y., Nakata, T., & Dekeyser, R. (2019). Optimizing second language practice in the classroom: Perspectives from cognitive psychology. Modern Language Journal, 103(3), 551–561. https://doi.org/10.1111/modl.12582
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol, UK: Multilingual Matters.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: a meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching. Research, https://doi.org/10.1177/1362168820921895
Volker, M. A. (2006). Reporting effect size estimates in school psychology research. Psychology in the Schools, 43(6), 653–672. https://doi.org/10.1002/pits.20176
Williams, M., & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7(1), 1–15. https://doi.org/10.1207/s15327965pli0701_1
Botes, E., Dewaele, J., & Greiff, S. (2021). The development and validation of the short form of the foreign language enjoyment scale. Modern Language Journal, 105(4), 858–876. https://doi.org/10.1111/modl.12741
Brown, R. A (1973). A first language: The early stages. London: George Allen & Unwin Ltd.
Browne, M. W., & Cudeck, R. (1989). Single sample cross-validation indices for covariance structures. Multivariate Behavioral Research, 24(4), 445–455.
Campbell, H. L., Barry, C. L., Joe, J. N., & Finney, S. J. (2008). Configural, metric, and scalar invariance of the modified achievement goal questionnaire across african american and white university students. Educational and Psychological Measurement, 68(6), 988–1007. https://doi.org/10.1177/0013164408315269
Carrano, J. (2013). Measuring academic tenacity: New visions for public schools. In J. Mishook (Ed.), College readiness indicator systems: A framework for the field (pp. 12–18). Rhode Island: Brown University.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), The handbook on mixed methods in the behavioral and social sciences (pp. 209–240). Thousand Oaks, CA: Sage.
Danesh, J., & Shahnaazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 72, 101636. https://doi.org/10.1016/j.lmot.2020.101636
DeVellis, R.F. (2003). Scale development: Theory and applications. Thousand Oaks: Sage.
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. & MacIntyre, P. (2016). 9 Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner. In P. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 215–236). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783095360-010
Dewaele, J. -M., & Furnham, A. (1999). Extraversion: The unloved variable in applied linguistic research. Language Learning, 49(3), 509–544. https://doi.org/10.1111/0023-8333.00098
Dewaele, J. -M. (2007). Predicting language learners’ grades in the L1, L2, L3 and L4: The effect of some psychological and sociocognitive variables. International Journal of Multilingualism, 4(3), 169–197. https://doi.org/10.2167/ijm080.0
Dewaele, J. -M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74–94). Malden: Wiley-Blackwell.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Dweck, C., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation. Retrieved from https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf.
Ehrman, M. (2008). Personality and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (Cambridge Language Teaching Library, pp. 61-72). Cambridge: Cambridge University Press.
Elahi Shirvan, M., Taherian, T., Shahnama, M., & Yazdanmehr, E. (2021). A longitudinal study of foreign language enjoyment and L2 grit: A latent growth curve modeling. Frontiers in Psychology, 12, 720326. https://doi.org/10.3389/fpsyg.2021.720326
Ellis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 525–551). Oxford: Blackwell.
Freiermuth, M., Patanasorn, C., Ravindran, L., & Huang, H. -C. (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.
Gremigni, P., & Stewart-Brown, S. (2011). Measuring mental well-being: Italian validation of the warwick-edinburgh mental well-being scale (WEMWBS). Giornale Italiano Di Psicologia, 38(2), 485–505. https://doi.org/10.1421/35174
Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. but…. Communication Methods and Measures, 14(1), 1–24. https://doi.org/10.1080/19312458.2020.1718629
Hofmann, W., Baumeister, R. F., Förster, G., & Vohs, K. D. (2012). Everyday temptations: An experience sampling study of desire, conflict, and self-control. Journal of Personality and Social Psychology, 102(6), 1318–1335. https://doi.org/10.1037/a0026545
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
Hu, L. -t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 75–170). Consulting Psychologists Press.
Kannangara, C. S., Allen, R. E., Carson, J. F., Khan, S. Z. N., Waugh, G., & Kandadi, K. R. (2020). Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity: The Bolton Uni-stride scale (BUSS). PLoS ONE, 15(7 July) https://doi.org/10.1371/journal.pone.0235157
Kannangara, C., Allen, R., Hochard, K. D., & Carson, J. (2022). An international validation of the Bolton Uni-stride Scale (BUSS) of tenacity. PLoS ONE, 17(3 March) https://doi.org/10.1371/journal.pone.0264889
Legac, V. (2007). Foreign-language anxiety and listening skill in Croatian monolingual and bilingual students of EFL. In J. Horváth & M. Nikolov (Eds.), UPRT 2007: Empirical Studies in English Applied Linguistics (pp. 217–243). Pécs: Lingua Franca Csoport
Lucas, B., & Spencer, E. (2018). Developing Tenacity; Teaching learners how to persevere in the face of difficulty (Pedagogy for a Changing World series) (Illustrated ed.). Crown House Publishing.
MacIntyre, P. D. (1992). Anxiety and language learning from a stages of processing perspective (Unpublished doctoral dissertation). The University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/digitizedtheses/2155
MacIntyre, P. D., Clément, R., & Noels, K. A. (2007). Affective variables, attitude and personality in context. In D. Ayoun (Ed.), French applied linguistics (pp. 270–298). Amsterdam: Benjamins.
Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 86, 102118. https://doi.org/10.1016/j.system.2019.102118
Osburn, H. G. (2000). Coefficient alpha and related internal consistency reliability coefficients. Psychological Methods, 5(3), 343–355. https://doi.org/10.1037/1082-989X.5.3.343
Papi, M., & Khajavy, G. H. (2021). Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning, 71(2), 537–572. https://doi.org/10.1111/lang.12443
Park, G. -P. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211–221.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
Pervin, L. A., & John, O. P. (2001). Personality: Theory and research (8th ed.). New York: John Wiley & Sons.
Plonsky, L., & Oswald, F. L. (2014). How big is ‘big’? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. https://doi.org/10.1111/lang.12079
Plucker, J. A., & Makel, M. C. (2021). Replication is important for educational psychology: Recent developments and key issues. Educational Psychologist, 56(2), 90–100. https://doi.org/10.1080/00461520.2021.1895796
Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers' positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289–306. https://doi.org/10.1037/spq0000112
Resnik, P., Moskowitz, S., & Panicacci, A. (2021). Language learning in crisis mode: The connection between LX grit, trait emotional intelligence and learner emotions. Journal for the psychology of language learning, 3(2), 99–117.
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah: Erlbaum.
Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., Thiruchelvam, B., Plonsky, L. (2021). Language-specific grit: Exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching, 15(4), 334–351. https://doi.org/10.1080/17501229.2020.1802468
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
Suzuki, Y., Nakata, T., & Dekeyser, R. (2019). Optimizing second language practice in the classroom: Perspectives from cognitive psychology. Modern Language Journal, 103(3), 551–561. https://doi.org/10.1111/modl.12582
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol, UK: Multilingual Matters.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: a meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching. Research, https://doi.org/10.1177/1362168820921895
Volker, M. A. (2006). Reporting effect size estimates in school psychology research. Psychology in the Schools, 43(6), 653–672. https://doi.org/10.1002/pits.20176
Williams, M., & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
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31-01-2024
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Thumvichit, A. (2024). Trabajando duro, trabajando inteligentemente y trabajando consistentemente: Hacia la conceptualización y medición de la tenacidad en el aprendizaje de lenguas extranjeras . Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (41), 153–171. https://doi.org/10.30827/portalin.vi41.26953
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Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo al igual que licenciado bajo una Creative Commons Attribution License que permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo y la publicación inicial en esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
