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Mohammed DJM, Mohammadzadeh B, Kılıç Y. Examining the effects of stroke on students' L2-grit levels in an EFL context: A case of Northern Iraq. Front Psychol 2022; 13:1067901. [PMID: 36438321 PMCID: PMC9691981 DOI: 10.3389/fpsyg.2022.1067901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Accepted: 10/26/2022] [Indexed: 06/16/2023] Open
Abstract
This article investigates the effects of stroke on students' L2-grit levels in an EFL context in Northern Iraq. A model was created to find how various components such as verbal, non-verbal, valuing, and activities that determine stroke levels affect students' grit. This study adopted the L2- Grit scale and a language domain-specific grit scale to measure the learners' L2-grit levels. Also, the Students' Stroke Scale (SSS) was used to measure the participants' stroke levels. The study's sample consisted of 199 participants from various academic levels, undergraduate, graduate, and postgraduate at several Northern Iraq universities. The results reveal a positive and statistically significant association between the score on the L2-Grit scale and the score on the Stroke scale; more specifically, as the scores on the L2-grit scale rise, so do the scores on the Stroke scale. The mean of low stroke is lower than the means of medium stroke and high stroke indicating that as people's stroke levels grow, so does their L2-grit status. The regression coefficients estimated within the framework of the regression model structured with the logit, the link function, are the same in each category of the dependent variable, satisfying the parallel curves assumption. The overall results show that positive stroke helps learners' L2-grit levels to arise and lead to a better learning process.
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Affiliation(s)
- Diyar J. M. Mohammed
- ELT Department, Faculty of Education, Cyprus International University, Nicosia, Turkey
- Department of General Education, Cihan University Sulaimaniya, Sulaymaniyah, Iraq
| | - Behbood Mohammadzadeh
- ELT Department, Faculty of Education, Cyprus International University, Nicosia, Turkey
| | - Yalın Kılıç
- ELT Department, Faculty of Education, Cyprus International University, Nicosia, Turkey
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Shen Y, Guo H. Increasing Chinese EFL Learners' Grit: The Role of Teacher Respect and Support. Front Psychol 2022; 13:880220. [PMID: 35592152 PMCID: PMC9113390 DOI: 10.3389/fpsyg.2022.880220] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 04/12/2022] [Indexed: 11/13/2022] Open
Abstract
Owing to the pivotal role of grit in scholastic success, factors that help learners become gritty are worth to be studied. Accordingly, this research sought to inspect the impact of teacher respect and teacher support on Chinese EFL learners' grit. In doing so, three reliable measures of the variables were sent to 613 Chinese EFL learners. Using Spearman correlation tests, strong connections were discovered between teacher respect, teacher support, and Chinese EFL learners' grit. Multiple regression analysis was then performed to inspect the role of teacher respect and teacher support in increasing Chinese EFL learners' grit. As a result, both teacher respect and teacher support were found to be highly influential in increased learner grit. The limitations and implications are discussed.
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Affiliation(s)
- Yumin Shen
- School of Foreign Languages, Zhejiang Gongshang University, Hangzhou, China.,Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas, Philippines
| | - Hongyu Guo
- School of Foreign Languages, Zhejiang Gongshang University, Hangzhou, China.,Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas, Philippines
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Guelmami N, Chalghaf N, Tannoubi A, Puce L, Azaiez F, Bragazzi NL. Initial Development and Psychometric Evidence of Physical Education Grit Scale (PE-Grit). Front Public Health 2022; 10:818749. [PMID: 35309217 PMCID: PMC8927648 DOI: 10.3389/fpubh.2022.818749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 01/06/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundGrit is a key concept in positive psychology and educational science. The construct measures two related constructs that are interest and effort. Several instruments have been developed to measure this construct in professional and educational contexts, but no tools have been developed considering specific contexts such as physical education and sport.ObjectivesThe objective of this study is to develop and test a measurement scale to assess Grit in the context of physical education and sport.MethodsTwo exploratory (Phase 1) and confirmatory (Phase 2) samples were administered the 16-item PE-Grit scale in Arabic. In addition, the confirmatory sample also was administered the R-SPQ-2F two-factor learning approaches scale. The factor structure was examined first by exploratory factor analysis on the first sample and then by confirmatory factor analysis on the second sample. Reliability testing was performed by checking internal consistency simultaneously by the three indices: McDonald's ω, Cronbach's α and Gutmann's λ6. Concurrent validity was checked by Pearson's correlation between the PE-Grit and the two dimensions of the SPQ-2F.ResultsAfter the exploratory factor analysis, which identified the factors and gave a preliminary validation of the designed instrument, confirmatory factor analysis was performed on three hierarchical models to be able to identify the best fitting model. A third-order hierarchical model with two physical and academic components each formed by interest and effort presented the best fit indices: chi X2 = 192.95 (p < 0.01), and the X2/DF = 1.36; GFI = 0.99; AGFI = 0.99; CFI and TLI close to 1; RMSEA = 0.025. In addition, McDonald's ω, internal consistency, and Gutmann's λ6 ranged from 0.78 to 0.86 for all four scale dimensions.ConclusionThe PE-Grit scale displays adequate factor structure, good reliability, and acceptable concurrent validity and can be administered to assess Grit in physical education and sport students.
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Affiliation(s)
- Noomen Guelmami
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, Tunis, Tunisia
- Department of Human and Social Sciences, Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia
| | - Nasr Chalghaf
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, Tunis, Tunisia
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Amayra Tannoubi
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, Tunis, Tunisia
- Department of Human and Social Sciences, Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Luca Puce
- Department of Neuroscience, University of Genoa, Genoa, Italy
| | - Fairouz Azaiez
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, Tunis, Tunisia
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Nicola Luigi Bragazzi
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Laboratory for Industrial and Applied Mathematics (LIAM), York University, Toronto, ON, Canada
- Department of Mathematics and Statistics, York University, Toronto, ON, Canada
- *Correspondence: Nicola Luigi Bragazzi
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Reynolds K, Bazemore C, Hanebuth C, Hendren S, Horn M. The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:31. [PMID: 34808756 PMCID: PMC8677716 DOI: 10.3352/jeehp.2021.18.31] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 11/05/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs. METHODS A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted. RESULTS After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes. CONCLUSION No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.
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Affiliation(s)
- Kelly Reynolds
- Physical Therapy Division, Duke University School of Medicine, Durham, NC, USA
- Rocky Mountain University of Health Professions, Provo, UT, USA
| | - Caroline Bazemore
- Physical Therapy Division, Duke University School of Medicine, Durham, NC, USA
| | - Cannon Hanebuth
- Physical Therapy Division, Duke University School of Medicine, Durham, NC, USA
| | - Steph Hendren
- Duke University Medical Center Library, Duke University, Durham, NC, USA
| | - Maggie Horn
- Physical Therapy Division, Duke University School of Medicine, Durham, NC, USA
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