The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language

Aragão, 2011, Beliefs and emotions in foreign language learning, System, 39, 302, 10.1016/j.system.2011.07.003 Burnette, 2013, Mind-sets matter: A meta-analytic review of implicit theories and self-regulation, Psychological Bulletin, 139, 655, 10.1037/a0029531 Byrne, 2001, Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument, International Journal of Testing, 1, 55, 10.1207/S15327574IJT0101_4 Cao, 2006, Temporal fluctuation in situational willingness to communicate in a second language classroom, New Zealand Studies in Applied Linguistics, 12, 1 Cao, 2011, Investigating situational willingness to communicate within second language classrooms from an ecological perspective, System, 39, 468, 10.1016/j.system.2011.10.016 Cao, 2014, A sociocognitive perspective on second language classroom willingness to communicate, Tesol Quarterly, 48, 789, 10.1002/tesq.155 Cao, 2006, Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction, System, 34, 480, 10.1016/j.system.2006.05.002 Chu Clément, 2003, Willingness to communicate in a second language: The effects of context, norms, and vitality, Journal of Language and Social Psychology, 22, 190, 10.1177/0261927X03022002003 Cohn, 2010, In search of durable positive psychology interventions: Predictors and consequences of long-term positive behavior change, The Journal of Positive Psychology, 5, 355, 10.1080/17439760.2010.508883 Daniels, 2003, Child development and classroom teaching: A review of the literature and implications for educating teachers, Journal of Applied Developmental Psychology, 23, 495, 10.1016/S0193-3973(02)00139-9 Dewaele, 2012 Dewaele, 2014, The two faces of janus? Anxiety and enjoyment in the Foreign Language classroom, Studies in Second Language Learning and Teaching, 4, 237, 10.14746/ssllt.2014.4.2.5 Dweck, 1999 Dweck, 2006 Eifermann, 1961, Negation: A linguistic variable, Acta Psychologica, 18, 269, 10.1016/0001-6918(61)90016-6 Elliot, 1997, A hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, 72, 218, 10.1037/0022-3514.72.1.218 Eren, 2020, Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students, Language Teaching Research, 10.1177/1362168820958400 Finch, 2015, Managing emotions: A case study exploring the relationship between experiential learning, emotions, and student performance, International Journal of Management in Education, 13, 23 Fredrickson, 2001, The role of positive emotions in positive psychology, American Psychologist, 56, 218, 10.1037/0003-066X.56.3.218 Ghonsooly, 2012, Willingness to communicate in English among Iranian non-English major university students, Journal of Language and Social Psychology, 31, 197, 10.1177/0261927X12438538 Hair, 2012, Partial least squares: The better approach to structural equation modeling?, Long Range Planning, 45, 312, 10.1016/j.lrp.2012.09.011 Harvey, 2012, Mapping the classroom emotional environment, Teaching and Teacher Education, 28, 628, 10.1016/j.tate.2012.01.005 Hau, 2004, The use of item parcels in structural equation modeling: Non-normal data and small sample sizes, British Journal of Mathematical and Statistical Psychology, 57, 327, 10.1111/j.2044-8317.2004.tb00142.x Horwitz, 2010, Foreign and second language anxiety, Language Teaching, 43, 154, 10.1017/S026144480999036X Hsieh, 2012, Undergraduate engineering students’ beliefs, coping strategies, and academic performance: An evaluation of theoretical models, The Journal of Experimental Education, 80, 196, 10.1080/00220973.2011.596853 Jia, 2009, The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents, Child Development, 80, 1514, 10.1111/j.1467-8624.2009.01348.x Joe, 2017, Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings, Learning and Individual Differences, 53, 133, 10.1016/j.lindif.2016.11.005 Kang, 2005, Dynamic emergence of situational willingness to communicate in a second language, System, 33, 277, 10.1016/j.system.2004.10.004 Khajavy, 2018, Role of the emotions and classroom environment in willingness to communicate, Studies in Second Language Acquisition, 40, 605, 10.1017/S0272263117000304 Khajavy, 2020, A closer look at grit and language mindset as predictors of foreign language achievement Kline, 2005 Knell, 2012, The roles of motivation, affective attitudes, and willingness to communicate among Chinese students in early English immersion programs, International Education, 41, 66 Krosnick, 2010, Question and questionnaire design Kruk, 2016, Variations in motivation, anxiety and boredom in learning English in second life, The EUROCALL Review, 24, 25, 10.4995/eurocall.2016.5693 Kruk, 2019, Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: The case of two advanced learners of English, Computer Assisted Language Learning, 1–27 Lee, 2020, Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings, Language Teaching Research: LTReport, 24, 813, 10.1177/1362168819831408 Li, 2020, The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students, Foreign Languages and Foreign Language Teaching, 5, 33 Liu, 2017, Adult Chinese as a second language learners’ willingness to communicate in Chinese: Effects of cultural, affective, and linguistic variables, Psychological Reports, 120, 423, 10.1177/0033294117692808 Lou, 2016, Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom, Contemporary Educational Psychology, 46, 22, 10.1016/j.cedpsych.2016.03.004 Lou, 2017, Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations, The Modern Language Journal, 101, 214, 10.1111/modl.12380 Lou, 2019, Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching, System, 86, 102, 10.1016/j.system.2019.102126 Lou, 2020, Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions, Contemporary Educational Psychology, 61, 10.1016/j.cedpsych.2020.101847 MacIntyre, 1999, language anxiety: A review of the research for language teachers MacIntyre, 2007, Willingness to communicate in the second language: Understanding the decision to speak as a volitional process, The Modern Language Journal, 91, 564, 10.1111/j.1540-4781.2007.00623.x MacIntyre, 2003, Talking in order to learn: Willingness to communicate and intensive language programs, Canadian Modern Language Review, 59, 589, 10.3138/cmlr.59.4.589 MacIntyre, 1996, Personality, attitudes, and affect as predictors of second language communication, Journal of Language and Social Psychology, 15, 3, 10.1177/0261927X960151001 MacIntyre, 1998, Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation, The Modern Language Journal, 82, 545, 10.1111/j.1540-4781.1998.tb05543.x MacIntyre, 2010, Willingness to communicate and action control, System, 38, 161, 10.1016/j.system.2009.12.013 MacIntyre, 2012, Emotions that facilitate language learning: The positive-broadening power of the imagination, Studies in Second Language Learning and Teaching, 2, 193, 10.14746/ssllt.2012.2.2.4 MacIntyre, 2014, Introducing positive psychology to SLA, Studies in Second Language Learning and Teaching, 4, 153, 10.14746/ssllt.2014.4.2.2 MacIntyre, 2017, Positive and negative emotions underlie motivation for L2 learning, Studies in Second Language Learning and Teaching, 7, 61, 10.14746/ssllt.2017.7.1.4 McCroskey, 1985 Meece, 2006, Classroom goal structure, student motivation, and academic achievement, Annual Review of Psychology, 57, 487, 10.1146/annurev.psych.56.091103.070258 Mercer, 2010, A mindset for EFL: Learners’ beliefs about the role of natural talent, ELT Journal, 64, 436, 10.1093/elt/ccp083 Meyer, 2006, Re-conceptualizing emotion and motivation to learn in classroom contexts, Educational Psychology Review, 18, 377, 10.1007/s10648-006-9032-1 Mohammadipour, 2018, The relationships between language learning strategies and positive emotions among Malaysian ESL undergraduates, International Journal of Education and Literacy Studies, 6, 86, 10.7575/aiac.ijels.v.6n.1p.86 Patrick, 2011, Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate, Journal of Educational Psychology, 103, 367, 10.1037/a0023311 Patrick, 2007, Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement, Journal of Educational Psychology, 99, 83, 10.1037/0022-0663.99.1.83 Pekrun, 2002, Positive emotions in education, 149 Pekrun, 2002, Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research, Educational Psychologist, 37, 91, 10.1207/S15326985EP3702_4 Peng, 2012, Towards an ecological understanding of willingness to communicate in EFL classrooms in China, System, 40, 203, 10.1016/j.system.2012.02.002 Peng, 2013, The challenge of measuring willingness to communicate in EFL contexts, The Asia-Pacific Education Researcher, 22, 281, 10.1007/s40299-012-0053-x Peng, 2010, Willingness to communicate in English: A model in the Chinese EFL classroom context, Language Learning, 60, 834, 10.1111/j.1467-9922.2010.00576.x Pianta, 2008 Reid, 2018, Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate, System, 74, 73, 10.1016/j.system.2018.02.002 Reyes, 2012, Classroom emotional climate, student engagement, and academic achievement, Journal of Educational Psychology, 104, 700, 10.1037/a0027268 Rosseel, 2012, lavaan: An R package for structural equation modeling, Journal of Statistical Software, 48, 1, 10.18637/jss.v048.i02 Ross, 2016, Learner perceptions and experiences of pride in second language education, Australian Review of Applied Linguistics, 39, 272, 10.1075/aral.39.3.04ros Rusk, 2013, Tracing the size, reach, impact, and breadth of positive psychology, The Journal of Positive Psychology, 8, 207, 10.1080/17439760.2013.777766 Ryan, 2001, The classroom social environment and changes in adolescents’ motivation and engagement during middle school, American Educational Research Journal, 38, 437, 10.3102/00028312038002437 Saito, 2018, Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study, Language Learning, 68, 709, 10.1111/lang.12297 Shao, 2020, Control-value appraisals, achievement emotions, and Foreign Language performance: A latent interaction analysis, Learning and Instruction, 69, 10.1016/j.learninstruc.2020.101356 Tyson, 2009, Regulating debilitating emotions in the context of performance: Achievement goal orientations, achievement-elicited emotions, and socialization contexts, Human Development, 52, 329, 10.1159/000242348 Wason, 1961, Response to affifirmative and negative binary statements, British Journal of Psychology, 52, 133, 10.1111/j.2044-8295.1961.tb00775.x Wigfifield, 2002, Sex differences in motivation, self-concept, career aspiration, and career choice: Implications for cognitive development, 93 Yashima, 2002, Willingness to communicate in a second language: The Japanese EFL context, The Modern Language Journal, 86, 54, 10.1111/1540-4781.00136 Yashima, 2004, The influence of attitudes and affect on willingness to communicate and second language communication, Language Learning, 54, 119, 10.1111/j.1467-9922.2004.00250.x Yeager, 2012, Mindsets that promote resilience: When students believe that personal characteristics can Be developed, Educational Psychologist, 47, 302, 10.1080/00461520.2012.722805 Zarrinabadi, 2021, Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms, Learning and Individual Differences, 86, 10.1016/j.lindif.2021.101981 Zhang, 2018, To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom, System, 72, 226, 10.1016/j.system.2018.01.003