El apoyo a la autonomía del profesor y el valor percibido como predictores del yo ideal de L2 entre los estudiantes chinos de EFL.
DOI:
https://doi.org/10.30827/portalin.vi42.28716Palabras clave:
Autonomía percibida del profesorado, en millones de toneladas, L2 ideal, EFL, SEMResumen
Aunque recientemente se ha prestado cierta atención a los constructos afectivos y emocionales de las segundas lenguas (L2), esta agenda de investigación está todavía en pañales. En un intento de arrojar más luz sobre esta área, los presentes investigadores probaron un modelo estructural del yo ideal de L2 en el que el apoyo a la autonomía del profesor percibido y el grit de L2 sirvieron como predictores. Para ello, se pidió a 346 estudiantes chinos de inglés como lengua extranjera (EFL) que participaran en una encuesta electrónica. Los datos recogidos se analizaron mediante modelos de ecuaciones estructurales (SEM). La validez de constructo de las escalas utilizadas se verificó mediante un análisis factorial confirmatorio. Los resultados del SEM indicaron que, aunque tanto el apoyo a la autonomía percibido por el profesor como el grit de L2 predecían significativamente el yo ideal de L2, el primero era un predictor más potente en el modelo de ajuste final. Además, se reveló que el apoyo a la autonomía percibido tenía un ligero efecto sobre los niveles de agallas de los estudiantes de EFL. Los resultados de esta investigación pueden tener implicaciones importantes para los profesores de idiomas y los formadores de profesores.
Descargas
Citas
Akos, P., & Kretchmar, J. (2017). Investigating grit at a non-cognitive predictor of college success. The Review of Higher Education, 40(2), 163–186. https://doi.org/10.1353/rhe.2017.0000.
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55(2), 145–157. https://doi.org/10.1016/j.system.2015.10.006.
Byrne, B. M. (2010). Structural equation modelling with AMOS: Basic concepts, applications, and programming (Multivariate Applications Series). Taylor & Francis.
Carreira, J. M. (2012). Motivational orienations and psychological needs in EFL learning among elementary school students in Japan. System, 40(2), 191–202. https://doi.org/10.1016/j.system.2012.02.001.
Carreira, J. M., Ozaki, K., & Maeda, T. (2013). Motivational model of English learning among elementary school students in Japan. System, 41(3), 706–719. https://doi.org/10.1016/j.system.2013.07.017.
Johnson, K. (2017). An introduction to foreign language learning and teaching. Routledge.
Changlek, A., & Palanukulwong, T. (2015). Motivation and grit: Predictors of language learning achievement. Veridian E-Journal, Silpakorn University (Humanities, Social Sciences and arts), 8(4), 23–36.
Chen, C., Ye, S., & Hangen, E. (2018). Predicting achievement goals in the East and West: the role of grit among American and Chinese university students. Educational Psychology, 38(6), 820–837. https://doi.org/10.1080/01443410.2018.1458975.
Chen, G. D., Fan, C. Y., Chang, C. K., Chang, Y. H., & Chen, Y. H. (2018). Promoting autonomy and ownership in students studying English using digital comic performance-based learning. Educational Technology Research and Development, 66(4), 955–978. https://doi.org/10.1007/s11423-018-9597-7.
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. https://doi.org/10.1016/j.tate.2019.103004.
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and US adolescents: Common effects on well-being and academic motivation. Journal of Cross-cultural Psychology, 32(5), 618-635. https://doi.org/10.1177/0022022101032005006.
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.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self‐determination theory perspective. Journal of Personality, 62(1), 119–142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x.
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4(2), 19–43.
Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73(5), 642–681. https://doi.org/10.1037/0022-0663.73.5.642/
Derakhshan, A., Dewaele, J-M, & Azari Noughabi, M. (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., Pawlak, M., & Kruk, M. (2022). Classroom social climate, growth language mindset, and student engagement: The mediating role of boredom in learning English as a foreign language. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2099407.
Dewaele, J. M., Saito, K., & Halimi, F. (2022). How foreign language enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics. https://doi.org/10.1093/applin/amac033.
Dincer, A., Yesilyurt, S., & Takkac, M. (2012). The effects of autonomy-supportive climates on EFL learner's engagement, achievement and competence in English speaking classrooms. Procedia-Social and Behavioral Sciences, 46, 3890–3894. https://doi.org/10.1016/j.sbspro.2012.06.167.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language learning, 40(1), 45–78. https://doi.org/10.1111/j.1467-1770.1990.tb00954
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Mahwah.
Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9–11. https://doi.org/10.21832/9781847691293-003.
Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. Introducing applied linguistics: Concepts and Skills, 3(5), 74–83.
Dornyei, Z. (2013). The psychology of second language acquisition. Oxford University Press.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language learning, 63(3), 437–462. https://doi.org/10.1111/lang.12005.
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self (Vol. 36). Multilingual Matters. https://doi.org/10.21832/9781847691293.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow, England.
Duckworth, A. (2016). Grit: The power of passion and perseverance (Vol. 234). 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), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087.
Dupont, S., Galand, B., Nils, F., & Hospel, V. (2014). Social context, self-perceptions and student engagement: A SEM investigation of the self-system model of motivational development (SSMMD).
Fathi, J., & Mohammaddokht, F. (2021). Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context. Frontiers in Psychology, 12, 790648. https://doi.org/10.3389/fpsyg.2021.790648.
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.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.
Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_37.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
Gardner, R. C., Masgoret, A. M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year‐long intermediate‐level language course. Language Learning, 54(1), 1–34. https://doi.org/10.1111/j. 1467-9922.2004.00247.x
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97. https://doi.org/10.1016/j.system.2020.102446.
Guo, Y., Wang, Y., & Ortega-Martín, J. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum, 40(2): 253-273. https://doi.org/10.30827/portalin.vi40.27061
Henry, A. (2017). L2 motivation and multilingual identities. The Modern Language Journal, 101(3), 548-565. https://doi.org/10.1111/modl.12412.
Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education, 59(4), 448–460. https://doi.org/10.1007/s11162-017-9474-y.
Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction, 41(3), 1–10. https://doi.org/10.1016/j.learninstruc.2015.09.001.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/1070551990954 0118,
Huéscar Hernández, E., Moreno-Murcia, J. A., Cid, L., Monteiro, D., & Rodrigues, F. (2020). Passion or perseverance? The effect of perceived autonomy support and grit on academic performance in college students. International Journal of Environmental Research and Public Health, 17(6), 2143–2155. https://doi.org/10.3390/ijerph1706 2143.
Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29–36. https://doi.org/10.1016/j.jrp.2014.06.005.
Jang, H. (2008). Supporting students' motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798–811. https://doi.org/10.1037/a0012841.
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1189.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–601. https://doi.org/10.1037/a0019682.
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?. Journal of Educational Psychology, 101(3), 644–703. https://doi.org/10.1037/a0014241.
Khajavy, G. H. (2021). Modeling the relations between foreign language engagement, emotions, grit and reading achievement. In P. Hiver, A. H. Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom(pp. 241–259). Multilingual Matters.
Kiatkeeree, J., & Ruangjaroon, S. (2022). Unveiling the Relationship between the Grit of Thai English Language Learners, Engagement, and Language Achievement in an Online Setting. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 602–624.
Kim, Y. K., & Kim, T. Y. (2012). Korean secondary school students' L2 learning motivation: Comparing L2 motivational self system with socio-educational model. English Language & Literature Teaching, 18(1), 115–132.
Kim, T. Y., & Kim, Y. (2021). Structural relationship between L2 learning motivation and resilience and their impact on motivated behavior and L2 proficiency. Journal of Psycholinguistic Research, 50(2), 417–436.
Kline, R. B. (2016). Principles and practice of structural equation modelling. Guilford Publications.
Kong, J. H., Han, J. E., Kim, S., Park, H., Kim, Y. S., & Park, H. (2018). L2 Motivational Self System, international posture and competitiveness of Korean CTL and LCTL college learners: A structural equation modeling approach. System, 72(2), 178–189. https://doi.org/10.1016/j.system.2017.11.005
Kormos, J., & Csizer, K. (2014). The interaction of motivation, self‐regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275–299. https://doi.org/10.1002/tesq.129.
Lan, G., Nikitina, L., & Woo, W. S. (2021). Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit. System, 99, 102503. https://doi.org/10.1016/j.system.2021.102503.
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. https://doi.org/10.1080/01434632.2020.1746319.
Li, C., Dewaele, J. M., Pawlak, M., & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research, 13621688221111623. https://doi.org/10.1177/136216882211116.
Lozano-Jiménez, J. E., Huéscar, E., & Moreno-Murcia, J. A. (2021). From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education. Frontiers in Psychology, 3734. https://doi.org/10.3389/fpsyg.2020.579492.
Ljubin-Golub, T., Rijavec, M., & Olčar, D. (2020). Student flow and burnout: The role of teacher autonomy support and student autonomous motivation. Psychological Studies, 65(2), 145–156. https://doi.org/10.1007/s12646-019-00539-6.
Mohammad Hosseini, H., Fathi, J., Derakhshesh, A., & Mehraein, S. (2022). A model of classroom social climate, foreign language enjoyment, and student engagement among EFL learners. Frontiers in Psychology, 4847. https://doi.org/10.3389/fpsyg.2022.933842.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language Learning, 50(1), 57–85. https://doi.org/10.1111/0023-8333.00111.
Oga‐Baldwin, W. L. Q., & Nakata, Y. (2015). Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57(3), 167–179. https://doi.org/10.1111/jpr.12077.
Pan, Z., Wang, Y., & Derakhshan, A. (2023). Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-being: The Roles of Language Teachers’ Affective Scaffolding. Journal of Psycholinguistic Research. http://dx.doi.org/10.1007/s10936-023-09974-z
Pan, Z. W. (2022). L2 Grit and Foreign Language Enjoyment: Arguments in Light of Control-Value Theory and Its Methodological Compatibility. Language Related Research, (13) 5: 325-357. https://doi.org/10.52547/LRR.13.5.13.
Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62(2), 571–594.
Papi, M., & Teimouri, Y. (2012). Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran. International Journal of Applied Linguistics, 22(3), 287–309. https://doi.org/10.1111/j.1473-4192.2012.00312.x.
Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2× 2 model of L2 self-guides. Studies in Second Language Acquisition, 41(2), 337–361. https://doi.org/10.1017/S0272263118000153.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990.
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209. https://doi.org/10.1037/0022-0663.98.1.209.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28(2), 147–169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f.
Rosseel, Y. (2020). Small sample solutions for structural equation modeling. In R. van de Schoot & M. Miocević (Eds.), Small sample size solutions: A guide for applied researchers and practitioners (pp. 226–238). Routledge. https://doi.org/10.4324/9780429273872-19.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020.
Sharrock, D. (2013). Down the Rabbit Hole: An exploration of student grit, motivation, and scientific inquiry. CreateSpace Independent Pub. Platform.
Shen, B., McCaughtry, N., Martin, J., & Fahlman, M. (2009). Effects of teacher autonomy support and students' autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport, 80(1), 44–53. https://doi.org/10.1080/02701367.2009.10599528.
Shen, Y., & Guo, H. (2022). Increasing Chinese EFL Learners’ Grit: The Role of Teacher Respect and Support. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.880220.
Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. https://doi.org/10.1007/978-1-4614-7089-2.
Shih, S. S. (2009). An examination of factors related to Taiwanese adolescents' reports of avoidance strategies. The Journal of Educational Research, 102(5), 377–388. https://doi.org/10.3200/JOER.102.5.377-388.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–589. https://doi.org/10.1037/0022-0663.85.4.571.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, Language Identity and the L2 Self, 36(2), 66–97. https://doi.org/10.21832/9781847691293-005.
Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39(4), 681–709. https://doi.org/10.1017/S0272263116000243.
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 1362168820921895. https://doi.org/10.1177/1362168820921895.
Tseng, W. T., & Gao, X. A. (2021). Individual Differences in Second Language Learning: the Road Ahead. English Teaching & Learning, 45(3), 237–244. https://doi.org/10.1007/s42321-021-00097-z.
Ueki, M., & Takeuchi, O. (2013). Exploring the concept of the ideal L2 self in an Asian EFL context: The case of Japanese university students. Journal of Asia TEFL, 10(1), 25-45.
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success?. Journal of Educational Psychology, 111(5), 877–889. https://doi.org/10.1037/edu0000324.
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101(3), 671–682. https://doi.org/10.1037/a 0015083.
Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology, 97(3), 468–579. https://doi.org/10.1037/0022-0663.97.3.468.
Wang, Y. L., & Guan, H. F. (2020). Exploring demotivation factors of Chinese learners of English as a foreign language based on positive psychology. Argentine Journal of Clinical Psychology, 29(1), 851–861. https://doi.org/10.24205/03276716.2020.116.
Wang Y., Derakhshan A., & Pan, Z. (2022). Positioning an agenda on a loving pedagogy in second language acquisition: Conceptualization, practice, and research. Frontiers in Psychology, 13, 894190. https://doi.org/10.3389/fpsyg.2022.894190
Wang, Y., & Hemchua, S. (2022). Can we learn about culture by EFL textbook images?: A semiotic approach perspective. Language Related Research, 13(3), 479-499. https://doi.org/10.29252/LRR.13.3.18.
Wei, D., Zhang, D., He, J., & Bobis, J. (2020). The impact of perceived teachers’ autonomy support on students’ mathematics achievement: evidences based on latent growth curve modelling. European Journal of Psychology of Education, 35(3), 703–725. https://doi.org/10.1007/s10212-019-00437-5.
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. https://doi.org/10.3389/fpsyg.2019.01508.
Wu, Y. T., Foong, L. Y. Y., & Alias, N. (2022). Motivation and Grit Affects Undergraduate Students' English Language Performance. European Journal of Educational Research, 11(2), 781–794. https://doi.org/10.12973/eu-jer.11.2.781.
Xia, Y., & Yang, Y. (2019). RMSEA, CFI, and TLI in structural equation modelling with ordered categorical data: The story they tell depends on the estimation methods. Behaviour Research Methods, 51(2), 409–428. https://doi.org/10.3758/s13428-018-1055-2.
Yeşilyurt, S., (2008). The relationship between students’ perceived autonomy support and motivational patterns in English writing courses: a self-determination theory approach, Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(2), 397–412.
Zhang, D. H., Fu, D. M., Liu, H. Y., & Liu, L. M. (2018). Effect of perceived teacher’s autonomy support on students’ achievement: the mediating role of autonomy psychological need and intrinsic motivation. Teaching and Teacher Education Research, 30(2), 79–86.
Zhang, L. J., Saeedian, A., & Fathi, J. (2022). Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/01434632.2022.2100893
Zhi, R., & Wang, Y. L. (2023). English as a Foreign Language Teachers’ Professional Success, Loving Pedagogy and Creativity: A Structural Equation Modeling Approach. Thinking Skills and Creativity, https://doi.org/10.1016/j.tsc.2023.101370
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
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).
