Open research questions in Grit, Self-Efficacy, and Motivation

What the literature leaves open

• Several limitations of the present study warrant acknowledgment. Despite its attribution to the high inter-item correlation between EM2 and EM3, this is a major limitation of this study.

  Perceived Institutional Support and Psychological Well-Being Among International Students in Universities in India: The Mediating Role of Student Engagement · 2026 · DOI

• Based on the results of this study, the following recommendations were made: 1. Teacher-designed robotics programming activities that promote teamwork improve student achievement, especially for girls. 2. Schools should encourage perseverance and long-term goal-setting, especially for female STEM students who may encounter additional challenges. 3. To close robotics programming and related course achievement gaps, schools should actively challenge gender preconceptions and encourage gender-inclusive education 4. Future studies should incorporate multiple data sources (e.g., peer ratings, instruc- tor assessments, behavioural observations) to reduce self-report bias. 5. The sample should be expanded to include diverse subjects, institutions, and educational levels to improve generalizability.

  Gender as a Moderator in the Relationship Between Teamwork, Grit, and Students’ Achievement in Robotics Programming · 2026 · DOI

• In response to our findings, we offer three preliminary recommendations for institutions and departments to address the affective impacts of GenAI on FYW instructors. The first involves a call to action to 1) provide clearer guidelines on addressing potential cases of unauthorized use of GenAI in written submissions, thereby reducing added labour and allocating some protections to vulnerable faculty, and 2) deliver guidance on conducting exploratory meetings with students in suspected cases of unauthorized GenAI use. For example, workshops on standards of evidence in academic codes of conduct and how they relate to suspected unauthorized GenAI use would alleviate the burden that Caroline identified in her attempts to “wade through” the “big, long, legal material” of institutional academic integrity policies in order to determine what approach to take in cases of suspected GenAI infractions. She proposed that a “forum like a lecturer question and answer” may better suit the needs of faculty. A second recommendation is that institutions expand the range of supports offered to faculty in the wake of GenAI, specifically addressing the emotional and interpersonal pedagogical effects of the technology. Whereas workshop sessions on integrating GenAI tools into teaching and assignment design proliferate, guidance on addressing issues of trust-building in the TSR would constitute valuable additions. A final recommendation comes from an unexpected finding: Five out of eight participants expressed gratitude for the chance to discuss the emotional consequences of the introduction of Paxton, Amanda, Phoebe Kang, and Ashley Yim. 2026. “The Affective Impact of Generative Artificial Intelligence on Instructors of First-Year Writing Courses.” Teaching & Learning Inquiry 14: 1–17. https://doi.org/10.20343/teachlearninqu.14.19 12 THE AFFECTIVE IMPACT OF GENERATIVE ARTIFICIAL INTELLIGENCE ON INSTRUCTORS OF FIRST-YEAR WRITING COURSES GenAI, sometimes voicing surprise at the “cathartic” (Gareth) effect of the interview. Filomena joked, “I feel like I should pay you, because you’re listening to me vent.” The opportunity to speak with colleagues about lived experience in this turbulent moment could be made available at minimal cost to the institution and would serve the collective good. We therefore recommend formal support for communities of practice in which instructors can share their experiences with each other for mutual support and acquire guidance from experts. This suggestion aligns with the findings of Kohnke, Di Zou, and Moorhouse (2024), who identified the value of communities of practice among English language instructors as they navigate the emergence of GenAI. FUTURE DIRECTIONS FOR RESEARCH In future research, we aim to expand our dataset by including a larger and more diverse group of writing instructors from various post-secondary institutions.

  The Affective Impact of Generative Artificial Intelligence on Instructors of First-Year Writing Courses · 2026 · DOI

• These results therefore address the underexplored emotional mechanisms in AI-mediated IDLE and meet the study’s aim of linking motivational and emotional pathways to engage- ment in this emerging context.

  L2 Self-Guides, Achievement Emotions, and Engagement in AI-Mediated Informal Digital Learning of English: Insights from Structural Equation Modeling and Psychological Network Analysis · 2026 · DOI

• From the of Positive Psychology—which emphasizes that positive outcomes depend on the fit between environmental supports and individual differences—the affective influence of GenAI is non-uniform. Two learner characteristics, gender and academic level, significantly moderate the satisfaction of SDT needs. These characteristics change the degree to which GenAI features successfully fulfill (or fail to fulfill) learners’ basic psychological needs for autonomy, competence, and relatedness. For instance, the same personalized feedback may strengthen competence for a novice but become redundant for an expert (academic level moderation); similarly, an AI chatbot may enhance competence satisfaction more strongly for male students than for female students due to differences in technology self-efficacy (gender moderation). These moderating effects require theoretically grounded explanation, which we provide following sections. 4.2.1 Gender disparity in affective response and self-efficacy (p = 0.029) and AI Evidence from four reports regarding gender differences in AI perception is nuanced and appears to be moderated by the disciplinary context. In technical and engineering fields, two reports indicate a significant gap: Puzon et al. (2025) found that male engineering students outscored females in the affective self-efficacy (p = 0.002) component (Puzon et al., 2025), while Sajawal and Kittur (2024a) reported that males had significantly higher confidence in using ChatGPT as a learning tool (p = 0.043) (Sajawal and Kittur, 2024a). These findings align with broader trends in STEM where pre-existing technological confidence dictates affective responses (Soysal et al., 2022). Conversely, this gap is less evident in general language learning settings. For instance, Alfaleh et al. (2025) observed no statistically significant gender disparities in AI utility or motivation among general EFL learners (Alfaleh et al., 2025). Furthermore, Shu and Xu (2022) found that in the Chinese university context, female students actually demonstrated significantly higher overall AI adaptability than males (M = 3.54 vs. 3.39) (Puzon et al., 2025). Consequently, while a male advantage in AI self-efficacy is prominent in vocational technical contexts, it cannot be generalized to the broader EFL learner population. This pattern directly reflects differential satisfaction of the competence need within SDT. Specifically, male students in technical disciplines appear to experience stronger “competence feedback” from AI interactions—they perceive the technology as a tool that validates and enhances their capability. Conversely, female students’ lower affective scores and AI self-efficacy likely stem from insufficiently supported technological confidence, rather than any inherent deficit in ability. In other words, the efficiency of competence-need fulfillment is moderated by socio-psychological factors, not by the technology itself. This disparity can be attributed to pre-existing technological self-efficacy shaped by disciplinary contexts. In engineering and other STEM fields, female students may face unmet psychological needs or insufficient support structures, which undermine their emotional engagement and perceived control over AI technologies. Conversely, higher technological self-efficacy among males fosters a sense of capability, leading to more positive attitudes and engagement.

  The positive psychology of AI: a systematic review of generative AI's impact on EFL learners' motivation, anxiety, and well-being in higher education · 2026 · DOI

• Institutions should implement programs aimed at developing grit and growth mindset among working students. 2. Academic advising and mentoring programs should be strengthened. 3. Time management and stress-management workshops should be conducted regularly. 4. Faculty members should provide flexible academic support mechanisms. 5. Future researchers should utilize larger samples and additional predictor variables. 6. The proposed GRIT-GROW Intervention Program should be implemented and evaluated. REFERENCES 1. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. 2. 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), 492–511. 3. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self‐ determination of behavior. Psychological Inquiry, 11(4), 227–268. 4. Duckworth, A. L. (2016). Grit: The power of passion and perseverance. Scribner. 5. 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 6. Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit- S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290 7. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. 8. Dweck, C. S. (2017). Mindset: Changing the way you think to fulfil your potential (Updated ed.). Robinson. 9. Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. 10. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Seneca Keyes, T., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance. University of Chicago Consortium on Chicago School Research. 11. Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599–620. 12. Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mindset interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784–793. IJFMR260382515 Volume 8, Issue 3, May-June 2026 7 International Journal for Multidisciplinary Research (IJFMR) E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected] 13. Richardson, M., Abraham, C., & Bond, R. (2012).

  Grit and Growth Mindset as Predictors of Academic Success: Basis for an Intervention Plan · 2026 · DOI

• One possible limitation is the threat manipulation may not have been intense enough to elicit heightened vigilance, and participant crosstalk may have further diluted the effect. Additionally, the timing of the manipulation check—con- ducted after self-report measures but before demographic questions—may have influenced participants’ responses. We also note that our sample was limited in diversity and consisted of nonclinical populations, thus restricting the range of ACEs scores. Additionally, the predominantly female sample may limit generalizability, as gender dif- ferences in grit, anxiety, and depression could influence observed associations. Examining the effect of ACEs on memory and mental health in college students is an important part of understand- ing the scope of these relationships. However, there may be specific characteristics of college students that are not reflective of the general population and may not provide a representative sample of ACEs experiences. Addition- ally, grit may have been interpreted by participants primar- ily within cognitive or academic contexts. Viewing grit in broader, non-educational terms could more clearly reveal its role as a protective factor against lifetime adversity. Future research could focus on interventions to strengthen grit in individuals with childhood trauma, such as resilience train- ing and goal-setting programs.

  Examining Grit as a Protective Factor Against the Cognitive and Emotional Effects of Adverse Childhood Experiences · 2026 · DOI

• Amidst the potential contribution of the current findings to the extant literature, a number of limitations must be noted. First, the generalizability of the findings is limited to public high school students. It would be interesting to examine whether a similar latent structure of TLDS could be observed among students in private, non-formal, or technical/vocational schools. Second, the present study is limited by its cross-sectional design. It would be interesting to expand our understanding of the stability of the TLDS by testing its invariance over time through longitudinal studies. Finally, the use of self-report measures may introduce common method bias, particularly, social desirability bias. Future studies could include social desirability and other related scales to statistically control for them and assess whether a similar TLDS factor structure can be confirmed.

  Examining the Dimensions of Academic Disengagement in Learning Vocational Courses · 2026 · DOI

• These findings underscore the essential role of growth-oriented beliefs in shaping high-ability students’ language outcomes, extending prior work by situating mindset theory within the underexplored context of gifted EFL education in Vietnam.

  The Relationship Between Growth Language Mindsets and L2 Achievement · 2026 · DOI

• While previous research has shown mixed evidence regarding the role of mindsets in L2 learning, little is known about their influence in populations characterized by exceptional academic aptitude.

  The Relationship Between Growth Language Mindsets and L2 Achievement · 2026 · DOI

• While this mixed-methods approach provided explanatory depth, its findings should be viewed in consideration of certain methodological limitations that in turn suggest important avenues for future research. For instance, the qualitative phase was based on a small, purposefully selected sample intended for theoretical explanation rather than statistical generalization, while the quantitative phase relied on convenience sampling and self-report scales, which may introduce biases. The cross-sectional nature of the quantitative data also limits our ability to make causal claims, which highlights the need for future longitudinal mixed-methods studies to track how the interplay between commitment, buoyancy, and engagement develops over time. 1 3International Journal of Applied Positive Psychology (2026) 11:35 Page 21 of 26 35 Furthermore, a salient limitation of this study pertains to the predominant youth- fulness of the participants, which grants valuable insights into early-career educators but may not fully capture the experiences of more seasoned professionals whose commitment and buoyancy may have evolved over time. Future research might employ larger and more diverse samples of EFL teachers, encompassing various cul- tural backgrounds, institutional types, and career stages to enhance the external valid- ity and applicability of the findings. Finally, beyond addressing these limitations, a crucial next step is to use the insights from this study to design and test practical interventions. Future research could focus on developing and evaluating professional development programs based on the specific buoyant strategies, such as cognitive reframing, identified in our quali- tative phase. Measuring the impact of such interventions on teacher engagement, well-being, and ultimately, student outcomes would be a valuable contribution to the field. Supplementary Information The online version contains supplementary material available at h t t p s : / / d o i . o r g / 1 0 . 1 0 0 7 / s 4 1 0 4 2 - 0 2 6 - 0 0 2 9 1 - z . Author Contributions Vincent Greenier: conceptualization, investigation, methodology, formal analysis, writing - original draft, writing - review and editingJalil Fathi: conceptualization, investigation, methodol- ogy, data curation, formal analysis, validation, visualization, writing - original draft, writing - review and editing, project administrationMilad Naderi: conceptualization, investigation, data curation, formal analy- sis, methodology, data curation, formal analysis, validation, writing - original draft. Funding This research received no specific grant from any funding agency in the public, private, or non- profit sectors. Data Availability Data is provided within the manuscript or supplementary information files.

  The Roles of Commitment and Buoyancy in Predicting EFL Teacher Work Engagement in the Context of Online Instruction During the COVID-19 Pandemic: A Mixed-Methods Inquiry · 2026 · DOI

• This study was limited to 113 regular and job order employees of selected Environmental Management Bureau IX offices during calendar year 2025. Since the study used a descriptive-correlational design, the findings establish association but do not claim causal influence between trust in management and grit.

  Trust in Management and Grit Among Employees in the Environmental Management Bureau of the Department of Environment and Natural Resources · 2026 · DOI

• The results of this study have serious implications for institutions of higher education, teachers, curriculum designers, and policymakers. First, the lack of connection between growth mindset and learner agency demonstrates that educational institutions should refrain from relying solely on mindset interventions to encourage independent learning. Learner agency requires careful structuring and nurturing through meaningful learning experiences, self-regulatory skills, and academic environments. Second, the poor scores in stress management show that it is necessary to provide university students with adequate psycho-social support programs. While flexible learning environments enhance learner autonomy, they also increase stress and emotional overload in many students. Universities should consider offering programs to strengthen students' psychological health and develop resilience and emotional regulation skills. Third, the study shows that it is crucial to implement learner agency in learning, curriculum development. Reflective scaffolding, planning, and self-evaluation are learner independence. Such instructional techniques are especially important for learning in flexible and digital environments, where learner control is crucial. instruction, collaborative likely foster to From a policy perspective, learner agency development and psychosocial intervention strategies may be included in flexible learning policies and frameworks. The inclusion will ensure that issues of student well-being and holistic development, as well as academic continuity and technology use, are considered simultaneously. Lastly, the findings provide insights into the existing literature on sustainable education by showing that the development of learner agency does not just rely on internal beliefs but is also influenced by external factors.

  Growth Mindset and the Learner Agency Practices of Students in Flexible Learning: Towards a Quest for Sustainable Education · 2026 · DOI

• Based on the research results, some recommendations for enhancing learner agency and promoting sustainable education in flexible learning environments can be made. The university system needs to improve the support of its learners through initiatives that will focus on stress management, resilience, and overall mental health of learners. As was indicated during the research, stress management is the lowest aspect of learner agency, which means that universities need to take measures such as offering counseling sessions, wellness initiatives, resilience training, and other similar activities to help students learn how to regulate their emotions and improve their mental state. to instruction such as scaffolding, reflective Learners are also advised to use learner-centered instructional approaches that foster autonomy, reflection, collaboration, and self-regulated learning.

  Growth Mindset and the Learner Agency Practices of Students in Flexible Learning: Towards a Quest for Sustainable Education · 2026 · DOI

• 3 Limitations The present study has the following limitations: (1) This study adopted a cross-sectional research design, which only reveals the correlation and mediating relationship among variables at a specific time point, and cannot infer the causal temporal sequence between perceived stress, psychological resilience and achievement motivation. , clinical practice pressure), and the impact of these specific stressors on achievement motivation needs to be further explored.

  Psychological mechanisms of stress on achievement motivation in college students—the mediating effect of psychological resilience · 2026 · DOI

• The lack of consonance between the current study's findings and existing studies (Tangmunkongvorakul et al. 2022; Grisier 2018) probably stems from contextual discrepancy, suggesting a need to understand how contextual factors influence the relationship between psychological well-being and language learning grit.

  Psychological well-being and L1 learning grit among Ghanaian language students in higher education: a PLS-SEM analysis · 2026 · DOI

• Despite providing important insights, this study has several limitations that should be acknowledged when interpreting the findings. First, the study employed a cross-sectional design, which was chosen for feasibility and to examine associations among multiple constructs within a single time frame. However, cross-sectional data do not allow for causal interpretations. Future longitudinal and experimental studies are needed to track changes in motivation, grit, and online learning behaviors over time. Second, self-reports of the data were employed, which could be vulnerable to social desirability bias and biases derived from the participants’ own assessments of their behaviors. Third, because the sample was drawn from a single university, the findings may not generalize to all Saudi EFL learners. Future studies should include multi-institutional samples to enhance external validity. Fourth, the study focuses on a select set of psychological and digital learning variables, ARTICLE IN PRESS ARTICLE IN PRESS ACCEPTED MANUSCRIPT which, while theoretically justified, do not fully capture the multifaceted nature of online language learning. Factors such as self-efficacy, teaching presence, digital literacy, L2 anxiety, and foreign language enjoyment may also significantly influence learners’ effort regulation and achievement. A broad model that incorporates these constructs could yield a holistic understanding of how affective, cognitive, and contextual variables interact. Future research should therefore employ multi-factor or mixed-method designs to examine these broader dynamics. Fifth, the main emphasis of the investigation was the use of SEM in the quantitative analysis, which provides important statistical insight but a limited semi-qualitative understanding of the students’ learning process. Future qualitative studies (e.g., interviews or reflective diaries) could provide deep insights into how students experience digital learning environments and how these environments can be optimized to support intrinsic motivation and grit. Lastly, these findings should be understood within the sociocultural context of Saudi Arabia, where norms of society, expectations of families, and religious values play an important role in influencing learners’ motivation, perseverance, and digital learning behaviors. As a result, the findings may not fully apply to other contexts, and therefore more cross-cultural research is needed to examine how these relationships might differ across educational settings.

  The effects of informal digital learning, intrinsic motivation, and grit on online learning effort regulation and English achievement · 2026 · DOI

• These findings, combined with the limited research on IELTS score predictive validity in Vietnam, suggest two implications: first, there is a need for more comprehensive research on how IELTS scores relate to academic success factors in the Vietnamese context; and second, institutions may need to reconsider the weight given to IELTS scores in their college admissions processes.

  Reconsidering IELTS Scores in Vietnamese College Admissions · 2025 · DOI

• Although the number of studies on L2 grit has been increasing lately and prior research has emphasized the crucial role of grit in L2 achievement, L2 grit research in the Turkish EFL context is still in its infancy and it is remarkable that evidence on EFL learners’ L2 grit levels remains scarce.

  The Power of Passion and Perseverance: An Exploration of Turkish EFL Learners’ L2 Grit · 2025 · DOI

• Answers to the open question extended the original conceptualisation of PERMA and revealed three new well-being concepts: low-arousal emotions, security and mindfulness.

  Contextualising High School English Teachers’ Well-Being in China: Validating and Extending PERMA in the Chinese School Context · 2025 · DOI

• This study's significance lies not only in its depiction of students' challenges, motivation, and persistence during wartime – a topic rarely explored – but also in its extension of the Stress Process Model, demonstrating the heightened vulnerability of specific groups to adverse outcomes in the current context.

  Students at War: Motivation and Persistence · 2025 · DOI

• Although positive emotions are widely considered one of the crucial factors affecting individual academic performance, few studies have explored how such effects are mediated by other metacognition and motivational factors in self-regulated learning, taking into account certain cultural-educational contexts.

  How Reading Enjoyment and Self-regulated Learning Contribute to Reading Performance in a Confucian Context? · 2024 · DOI

• Although L2 grit and the core of self-assessment (CSA) have attracted considerable attention in educational research, few studies have focused on the impact of L2 grit on boosting CSA and managing foreign language anxiety (FLA).

  Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety · 2022 · DOI

• To overcome the limitations and broaden the research scope of EMI attitude, the present study surveyed 169 university students in the Chinese mainland, incorporating two previously-studied variables, gender and major, and one understudied variable, anxiety in EMI learning.

  University Students’ Attitudes Toward EMI in the Chinese Mainland: A Study of the Moderating Variables · 2021 · DOI

• These short chapters necessarily leave much underexplored, and the critical topics raised, such as implementing antiracist curricula or nurturing student agency through creative learning opportunities, would benefit from an extended discussion allowing readers to more fully grasp the progressive alternatives Nathan gestures toward.

  When Grit Isn’t Enough: A High School Principal Examines How Poverty and Inequality Thwart the College-for-All Promise · 2018 · DOI

Most-cited papers in Grit, Self-Efficacy, and Motivation

• A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement · Journal of Multilingual and Multicultural Development · 2019 · 312 citations
• A Control–Value Theory Approach to Boredom in English Classes Among University Students in China · Modern Language Journal · 2021 · 237 citations
• The role of grit and classroom enjoyment in EFL learners’ willingness to communicate · Journal of Multilingual and Multicultural Development · 2020 · 234 citations
• Teacher support and academic engagement among EFL learners: The role of positive academic emotions · Studies In Educational Evaluation · 2021 · 218 citations
• Modelling Generative <scp>AI</scp> Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era · European Journal of Education · 2024 · 199 citations
• Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding · Journal of Psycholinguistic Research · 2023 · 181 citations
• Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study · European Journal of Education · 2024 · 179 citations
• Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy · The Asia-Pacific Education Researcher · 2023 · 166 citations
• Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge · Educational Psychology · 2021 · 144 citations
• PISA 2018 Results (Volume V) · Programme for international student assessment/Internationale Schulleistungsstudie · 2020 · 142 citations

Most recent work

• Parental <scp>AI</scp> Investment Behaviours and <scp>AI</scp> ‐Mediated Informal Digital Learning of English: The Chain Mediating Role of Children's Perceived <scp>AI</scp> Value and Effort Expectancy for <scp>AI</scp> · Journal of Computer Assisted Learning · 2026
• Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing · Acta Psychologica · 2026
• Relationship between artificial intelligence tool usage experience and academic stress among college students: Mediating role of loneliness and moderating role of academic self-efficacy · Acta Psychologica · 2026
• L2 Self-Guides, Achievement Emotions, and Engagement in AI-Mediated Informal Digital Learning of English: Insights from Structural Equation Modeling and Psychological Network Analysis · The Asia-Pacific Education Researcher · 2026
• Control and Value Appraisals in <scp>AI</scp> ‐Mediated Language Learning: A Multi‐Dimensional Analysis of <scp>EFL</scp> Learners' Emotions, Engagement and Affective Judgements · European Journal of Education · 2026
• Exploring the Role of EFL Teachers' Interpersonal Behaviours in Students' Behavioural, Cognitive, and Emotional Engagement With GenAI: A PLS‐SEM Approach · European Journal of Education · 2026
• Investigating the Relations Between Academic Buoyancy, Social and Emotional Learning, and English Achievement in a Chinese University Context · European Journal of Education · 2026
• Language teacher AI competence self-efficacy, emotion regulation, and mindfulness in relation to teacher digital burnout: a mediation model · Computer Assisted Language Learning · 2026
• Gender as a Moderator in the Relationship Between Teamwork, Grit, and Students’ Achievement in Robotics Programming · Journal for STEM Education Research · 2026
• Cultural Humility and Multicultural Teaching Competencies: Using a Person-Centered Approach to Explore Teacher Thriving and Burnout · School Psychology International · 2026

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