The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- ISSN
-
2229-0443
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Anmerkungen
-
online resource.
- Erschienen in
-
The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling ; volume:12 ; number:1 ; day:7 ; month:12 ; year:2022 ; pages:1-20 ; date:12.2022
Language testing in Asia ; 12, Heft 1 (7.12.2022), 1-20, 12.2022
- Urheber
-
Heydarnejad, Tahereh
Ibrahim, Khaled Ahmed Abdel-Al
Abdelrasheed, Nasser Said Gomaa
Rezvani, Ehsan
- Beteiligte Personen und Organisationen
-
SpringerLink (Online service)
- DOI
-
10.1186/s40468-022-00207-z
- URN
-
urn:nbn:de:101:1-2023021720594116019901
- Rechteinformation
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
14.08.2025, 10:57 MESZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Heydarnejad, Tahereh
- Ibrahim, Khaled Ahmed Abdel-Al
- Abdelrasheed, Nasser Said Gomaa
- Rezvani, Ehsan
- SpringerLink (Online service)
Ähnliche Objekte (12)
Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners
Applying task supported language learning via instagram: the effects on EFL learners' self-esteem, academic buoyancy, academic engagement, and language achievement
I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
Saudi undergraduate EFL learners’ attitudes toward using textism in their academic writing
Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem
Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: a case study
AI-empowered applications effects on EFL learners’ engagement in the classroom and academic procrastination
Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement
Chinese university EFL learners’ English for General Academic Purposes: relationships between target needs and self-efficacy
Dynamic versus static assessment: effects on Iraqi EFL learners’ resilience, burnout, positive orientation, and academic success
Overcoming error fossilization in academic writing: strategies for Saudi EFL learners to move beyond the plateau
Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners
Applying task supported language learning via instagram: the effects on EFL learners' self-esteem, academic buoyancy, academic engagement, and language achievement
I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
Saudi undergraduate EFL learners’ attitudes toward using textism in their academic writing
Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem
Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: a case study
AI-empowered applications effects on EFL learners’ engagement in the classroom and academic procrastination
Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement
Chinese university EFL learners’ English for General Academic Purposes: relationships between target needs and self-efficacy
Dynamic versus static assessment: effects on Iraqi EFL learners’ resilience, burnout, positive orientation, and academic success
Overcoming error fossilization in academic writing: strategies for Saudi EFL learners to move beyond the plateau
Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners
Applying task supported language learning via instagram: the effects on EFL learners' self-esteem, academic buoyancy, academic engagement, and language achievement
I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
Saudi undergraduate EFL learners’ attitudes toward using textism in their academic writing
Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem
Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: a case study
AI-empowered applications effects on EFL learners’ engagement in the classroom and academic procrastination
Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement
Chinese university EFL learners’ English for General Academic Purposes: relationships between target needs and self-efficacy
Dynamic versus static assessment: effects on Iraqi EFL learners’ resilience, burnout, positive orientation, and academic success