How Iranian High School Students Fulfill Psychological Requirements, Capacity for Resilience, Self-Confidence, and Willingness to Communicate in the English Language
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
1 - Freelance Scholar, Tabriz, Iran
الکلمات المفتاحية: Psychological Requirement, Resilience, Self-confidence, Willingness to Communicate,
ملخص المقالة :
In recent years, educational policies have placed a greater emphasis on promoting bilingualism in academic institutions. This shift in paradigm presents new challenges related to strengthening communicative practices and improving English language proficiency for learners. As a result, the aim of this study is to analyze how the satisfaction of psychological requirements influences students' resilience and self-confidence in achieving communicative goals. The research sample consisted of 122 high school students from Iran, including 31 male participants and 91 female participants. The analytical techniques utilized in this study encompassed reliability analyses, descriptive statistics (mean, standard deviation, and bivariate correlations), as well as structural equation modeling. The results demonstrated a favorable relationship between the satisfaction of psychological requirements and both resilience and self-assurance. Furthermore, resilience demonstrated a favorable correlation with the willingness to communicate in English. These results could aid in the creation of teaching strategies and the design of educational programs focused on improving students' competencies, skills, and self-efficacy for the effective application of the English language both in the classroom and in a variety of other settings.
المصادر:
Acosta-Manzano, I., Barrios, E., & García-Mata, J. (2023). Enjoyment, anxiety, and out-of-class foreign language use among Spanish foreign language learners. Journal of Multilingual and Multicultural Development, 1–16.
Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., & Lonsdale, C. (2023). A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8), 1158–1176.
Balouchi, S., & Samad, A. A. (2021). No more excuses, learn English for free: Factors affecting L2 learners’ intention to use online technology for informal English learning. Education and Information Technologies, 26(1), 1111–1132.
Barabadi, E., Vahdani Asadi, M., Arghavan, A., & Razmjoo, S. A. (2024). Investigating the ELT-based reform in Iranian senior high schools: An activity theory analysis. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 43(3), 113-140. doi: 10.22099/tesl.2024.50275.3298
Barrios, E., & Acosta-Manzano, I. (2021). Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain. Language Teaching Research, 13621688211054046.
Beauducel, A., & Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling, 13(2), 186–203.
Benlahcene, A., Kaur, A., & Awang-Hashim, R. (2021). Basic psychological requirements satisfaction and student engagement: The importance of novelty satisfaction. Journal of Applied Research in Higher Education, 13(5), 1290–1304.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238.
Brewer, M. L., Van Kessel, G., Sanderson, B., Naumann, F., Lane, M., Reubenson, A., & Carter, A. (2019). Resilience in higher education students: A scoping review. Higher Education Research & Development, 38(6), 1105–1120.
Bsharat, T. R., & Barahmeh, M. Y. (2020). The influence of applying educational active drama in enhancing speaking skills in teaching-learning English language: A theoretical response. Technium Social Science Journal, 14, 10–32.
Chen, C. P. (2018). Understanding mobile English-learning gaming adopters in the self- learning market: The uses and gratification expectancy model. Computers & Education, 126, 217–230.
Collado-Soler, R., Trigueros, R., Aguilar-Parra, J. M., & Navarro, N. (2023). Emotional intelligence and resilience outcomes in the adolescent period, is knowledge really strength? Psychology Research and Behavior Management, 1365–1378.
Conway, J. M., & Lance, C. E. (2010). What reviewers should expect from authors regarding common method bias in organizational research. Journal of Business and Psychology, 25, 325–334.
De la Fuente, J., Sander, P., & Putwain, D. (2013). Relationship between undergraduate student confidence, approach to learning, and academic performance: The role of gender. Revista de Psicodidáctica, 18(2), 375–393.
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition, 23(1), 171–185.
Denckla, C. A., Cicchetti, D., Kubzansky, L. D., Seedat, S., Teicher, M. H., Williams, D. R., & Koenen, K. C. (2020). Psychological resilience: An update on definitions, a critical appraisal, and research recommendations. European Journal of Psychotraumatology, 11(1), 1822064.
Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697.
Donovan, C., & Erskine-Shaw, M. (2020). ‘Maybe I can do this. Maybe I should be here’: Evaluating an academic literacy, resilience and confidence programme. Journal of Further and Higher Education, 44(3), 326–340.
Ergün, A. L. P., & Dewaele, J. M. (2021). Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian? System, 99, Article 102506.
Fern´andez-Costales, A., & Herrarte, D. L. (2024). La ense˜nanza de contenido en ingl´es en universidades espa˜nolas: una revisi´on sistem´atica. Revista de Educaci´on, 403, 259–290.
Guay, F. (2022). Applying self-determination theory to education: Regulations types, psychological requirements, and autonomy-supporting behaviors. Canadian Journal of School Psychology, 37(1), 75–92.
Hayes, A. F., & Scharkow, M. (2013). The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: Does method really matter? Psychological Science, 24(10), 1918–1927.
Hershberger, S. L., & Marcoulides, G. A. (2013). The problem of equivalent structural models. In G. R. Hancock, & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 3–39). Charlotte, NC: Information Age Publishing.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
Jeno, L. M., Vandvik, V., Eliassen, S., & Grytnes, J. A. (2019). Testing the novelty effect of an m-learning tool on internalization and achievement: A self-determination theory approach. Computers & Education, 128, 398–413.
Karam, A., Hamid, A., Ali, S. S., & Rahat, L. (2020). Problems in the Acquisition of English Nouns by Undergraduate-Level Learners. Ilkogretim Online, 19(3), 3678–3693.
Kruk, M. (2022). 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, 35(1–2), 190–216.
Liu, H., & Han, X. (2022). Exploring senior high school students’ English academic resilience in the Chinese context. Chinese Journal of Applied Linguistics, 45(1), 49–68.
Liu, Y., & Huang, X. (2021). Effects of basic psychological requirements on resilience: A human agency model. Frontiers in Psychology, 12, Article 700035.
Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728.
M´endez-Aguado, C., Aguilar-Parra, J. M., ´Alvarez, J. F., Trigueros, R., & Fern´andez- Archilla, J. A. (2020). The influence of emotions, motivation, and habits on the academic performance of primary education students in French as a foreign language. Sustainability, 12(6), 2531.
Neufeld, A., & Malin, G. (2019). Exploring the relationship between medical students basic psychological need satisfaction, resilience, and well-being: A quantitative study. BMC Medical Education, 19, 1–8.
Opdenakker, R. J. G. (2006). Advantages and disadvantages of four interview techniques in qualitative research. Forum qualitative Sozialforschung / forum: Qualitative. Social Research, 7(4), art–11.
Oveisi, M., & Nosratinia, M. (2019). The relationship among EFL learners' self-directed learning, resilience, and willingness to communicate. Journal of Language and Translation, 9(4), 77–91.
Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 91, Article 102259.
Pelikan, E. R., Korlat, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., & Lüftenegger, M. (2021). Distance learning in higher education during COVID-19: The role of basic psychological requirements and intrinsic motivation for persistence and procrastination–a multi-country study. PLoS One, 16(10), Article e0257346.
Peng, J. E. (2019). The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System, 82, 161–173.
Razak, N. A., Saeed, M., & Ahmad, Z. (2013). Adopting social networking sites (SNSs) as interactive communities among English foreign language (EFL) learners in writing: Opportunities and challenges. English Language Teaching, 6(11), 187–198.
Ryan, R. M. (2012). The Oxford handbook of human motivation. New York, NY: OUP.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definition, theory, practice, and future directions. Contemporary Educational Psychology, 61, Article 101860.
Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97.
Senra-Silva, I., & Ardura, D. (2024). El impacto de la obligatoriedad de los programas bilingües en las actitudes y percepciones sobre la educaci´on bilingüe del profesorado de asignaturas de contenido de educaci´on secundaria. Revista de Educaci´on, 403, 67–96.
Tai, T. Y., & Chen, H. H. J. (2023). The impact of Google assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments, 31(3), 1485–1502.
Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organisation in academic lectures. Journal of English for Academic Purposes, 2(1), 5–20.
Tian, L., Zhang, X., & Huebner, E. S. (2018). The effects of satisfaction of basic psychological requirements at school on children’s prosocial behavior and antisocial behavior: The mediating role of school satisfaction. Frontiers in Psychology, 9, 548.
Trigueros, R., Aguilar-Parra, J., Gonz´alez-Santos, J., & Cangas, A. (2019). Validaci´on y adaptaci´on de la escala de control psicol´ogico del profesor hacia las clases de educaci´on física y su efecto sobre las frustraciones de las necesidades psicol´ogicas b´asicas. Retos, 37, 167–173.
Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., & ´Alvarez, J. F. (2019). Validation of the scale of emotional states in the physical education context. Sustainability, 11(18), 5006.
Trigueros, R., Aguilar-Parra, J. M., Lopez-Liria, R., Cangas, A. J., Gonz´alez, J. J., & ´Alvarez, J. F. (2020). The role of perception of support in the classroom on the students’ motivation and emotions: The impact on metacognition strategies and academic performance in math and English classes. Frontiers in Psychology, 10, 2794.
Trigueros, R., Lirola, M. J., Cangas, A. J., Aguilar-Parra, J. M., García-Mas, A., & Trigueros, R. (2023). Is resilience learned through the frustration of the BPN? An empirical study about its role in the acquisition of positive lifestyles and academic outcomes framed in SDT. Current Psychology, 42(28), 24882–24891.
Trigueros, R., Mínguez, L. A., Gonz´alez-Bernal, J. J., Aguilar-Parra, J. M., Padilla, D., & ´Alvarez, J. F. (2019). Validation of the satisfaction scale of basic psychological requirements in physical education with the incorporation of novelty in the Spanish context. Sustainability, 11(22), 6250.
Trigueros-Ramos, R., G´omez, N. N., Aguilar-Parra, J. M., & Le´on-Estrada, I. (2019). Influencia del docente de Educaci´on Física sobre la confianza, diversi´on, la motivaci´on y la intenci´on de ser físicamente activo en la adolescencia. Cuadernos de Psicología del Deporte, 19(1), 222–232.
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31.
Vella, S. L. C., & Pai, N. B. (2019). A theoretical review of psychological resilience: Defining resilience and resilience research over the decades. Archives of Medicine and Health Sciences, 7(2), 233–239.
Wang, H., Peng, A., & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99, Article 102529.
Wang, M., Wang, H., & Shi, Y. (2022). The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives. Frontiers in Psychology, 13, Article 1002562.
Wiedenman, E. M., Kruse-Diehr, A. J., Bice, M. R., McDaniel, J., Wallace, J. P., & Partridge, J. A. (2023). The role of sport participation on exercise self-efficacy, psychological need satisfaction, and resilience among college freshmen. Journal of American College Health, 1–8.
Yu, J. H., Chang, H. J., Kim, S. S., Park, J. E., Chung, W. Y., Lee, S. K., & Jung, Y. J. (2021). Effects of high-fidelity simulation education on medical students’ anxiety and confidence. PLoS One, 16(5), Article e0251078.
Acosta-Manzano, I., Barrios, E., & García-Mata, J. (2023). Enjoyment, anxiety, and out-of-class foreign language use among Spanish foreign language learners. Journal of Multilingual and Multicultural Development, 1–16.
Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., & Lonsdale, C. (2023). A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8), 1158–1176.
Balouchi, S., & Samad, A. A. (2021). No more excuses, learn English for free: Factors affecting L2 learners’ intention to use online technology for informal English learning. Education and Information Technologies, 26(1), 1111–1132.
Barabadi, E., Vahdani Asadi, M., Arghavan, A., & Razmjoo, S. A. (2024). Investigating the ELT-based reform in Iranian senior high schools: An activity theory analysis. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 43(3), 113-140. doi: 10.22099/tesl.2024.50275.3298
Barrios, E., & Acosta-Manzano, I. (2021). Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain. Language Teaching Research, 13621688211054046.
Beauducel, A., & Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling, 13(2), 186–203.
Benlahcene, A., Kaur, A., & Awang-Hashim, R. (2021). Basic psychological requirements satisfaction and student engagement: The importance of novelty satisfaction. Journal of Applied Research in Higher Education, 13(5), 1290–1304.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238.
Brewer, M. L., Van Kessel, G., Sanderson, B., Naumann, F., Lane, M., Reubenson, A., & Carter, A. (2019). Resilience in higher education students: A scoping review. Higher Education Research & Development, 38(6), 1105–1120.
Bsharat, T. R., & Barahmeh, M. Y. (2020). The influence of applying educational active drama in enhancing speaking skills in teaching-learning English language: A theoretical response. Technium Social Science Journal, 14, 10–32.
Chen, C. P. (2018). Understanding mobile English-learning gaming adopters in the self- learning market: The uses and gratification expectancy model. Computers & Education, 126, 217–230.
Collado-Soler, R., Trigueros, R., Aguilar-Parra, J. M., & Navarro, N. (2023). Emotional intelligence and resilience outcomes in the adolescent period, is knowledge really strength? Psychology Research and Behavior Management, 1365–1378.
Conway, J. M., & Lance, C. E. (2010). What reviewers should expect from authors regarding common method bias in organizational research. Journal of Business and Psychology, 25, 325–334.
De la Fuente, J., Sander, P., & Putwain, D. (2013). Relationship between undergraduate student confidence, approach to learning, and academic performance: The role of gender. Revista de Psicodidáctica, 18(2), 375–393.
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition, 23(1), 171–185.
Denckla, C. A., Cicchetti, D., Kubzansky, L. D., Seedat, S., Teicher, M. H., Williams, D. R., & Koenen, K. C. (2020). Psychological resilience: An update on definitions, a critical appraisal, and research recommendations. European Journal of Psychotraumatology, 11(1), 1822064.
Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697.
Donovan, C., & Erskine-Shaw, M. (2020). ‘Maybe I can do this. Maybe I should be here’: Evaluating an academic literacy, resilience and confidence programme. Journal of Further and Higher Education, 44(3), 326–340.
Ergün, A. L. P., & Dewaele, J. M. (2021). Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian? System, 99, Article 102506.
Fern´andez-Costales, A., & Herrarte, D. L. (2024). La ense˜nanza de contenido en ingl´es en universidades espa˜nolas: una revisi´on sistem´atica. Revista de Educaci´on, 403, 259–290.
Guay, F. (2022). Applying self-determination theory to education: Regulations types, psychological requirements, and autonomy-supporting behaviors. Canadian Journal of School Psychology, 37(1), 75–92.
Hayes, A. F., & Scharkow, M. (2013). The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: Does method really matter? Psychological Science, 24(10), 1918–1927.
Hershberger, S. L., & Marcoulides, G. A. (2013). The problem of equivalent structural models. In G. R. Hancock, & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 3–39). Charlotte, NC: Information Age Publishing.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
Jeno, L. M., Vandvik, V., Eliassen, S., & Grytnes, J. A. (2019). Testing the novelty effect of an m-learning tool on internalization and achievement: A self-determination theory approach. Computers & Education, 128, 398–413.
Karam, A., Hamid, A., Ali, S. S., & Rahat, L. (2020). Problems in the Acquisition of English Nouns by Undergraduate-Level Learners. Ilkogretim Online, 19(3), 3678–3693.
Kruk, M. (2022). 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, 35(1–2), 190–216.
Liu, H., & Han, X. (2022). Exploring senior high school students’ English academic resilience in the Chinese context. Chinese Journal of Applied Linguistics, 45(1), 49–68.
Liu, Y., & Huang, X. (2021). Effects of basic psychological requirements on resilience: A human agency model. Frontiers in Psychology, 12, Article 700035.
Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728.
M´endez-Aguado, C., Aguilar-Parra, J. M., ´Alvarez, J. F., Trigueros, R., & Fern´andez- Archilla, J. A. (2020). The influence of emotions, motivation, and habits on the academic performance of primary education students in French as a foreign language. Sustainability, 12(6), 2531.
Neufeld, A., & Malin, G. (2019). Exploring the relationship between medical students basic psychological need satisfaction, resilience, and well-being: A quantitative study. BMC Medical Education, 19, 1–8.
Opdenakker, R. J. G. (2006). Advantages and disadvantages of four interview techniques in qualitative research. Forum qualitative Sozialforschung / forum: Qualitative. Social Research, 7(4), art–11.
Oveisi, M., & Nosratinia, M. (2019). The relationship among EFL learners' self-directed learning, resilience, and willingness to communicate. Journal of Language and Translation, 9(4), 77–91.
Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 91, Article 102259.
Pelikan, E. R., Korlat, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., & Lüftenegger, M. (2021). Distance learning in higher education during COVID-19: The role of basic psychological requirements and intrinsic motivation for persistence and procrastination–a multi-country study. PLoS One, 16(10), Article e0257346.
Peng, J. E. (2019). The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System, 82, 161–173.
Razak, N. A., Saeed, M., & Ahmad, Z. (2013). Adopting social networking sites (SNSs) as interactive communities among English foreign language (EFL) learners in writing: Opportunities and challenges. English Language Teaching, 6(11), 187–198.
Ryan, R. M. (2012). The Oxford handbook of human motivation. New York, NY: OUP.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definition, theory, practice, and future directions. Contemporary Educational Psychology, 61, Article 101860.
Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97.
Senra-Silva, I., & Ardura, D. (2024). El impacto de la obligatoriedad de los programas bilingües en las actitudes y percepciones sobre la educaci´on bilingüe del profesorado de asignaturas de contenido de educaci´on secundaria. Revista de Educaci´on, 403, 67–96.
Tai, T. Y., & Chen, H. H. J. (2023). The impact of Google assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments, 31(3), 1485–1502.
Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organisation in academic lectures. Journal of English for Academic Purposes, 2(1), 5–20.
Tian, L., Zhang, X., & Huebner, E. S. (2018). The effects of satisfaction of basic psychological requirements at school on children’s prosocial behavior and antisocial behavior: The mediating role of school satisfaction. Frontiers in Psychology, 9, 548.
Trigueros, R., Aguilar-Parra, J., Gonz´alez-Santos, J., & Cangas, A. (2019). Validaci´on y adaptaci´on de la escala de control psicol´ogico del profesor hacia las clases de educaci´on física y su efecto sobre las frustraciones de las necesidades psicol´ogicas b´asicas. Retos, 37, 167–173.
Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., & ´Alvarez, J. F. (2019). Validation of the scale of emotional states in the physical education context. Sustainability, 11(18), 5006.
Trigueros, R., Aguilar-Parra, J. M., Lopez-Liria, R., Cangas, A. J., Gonz´alez, J. J., & ´Alvarez, J. F. (2020). The role of perception of support in the classroom on the students’ motivation and emotions: The impact on metacognition strategies and academic performance in math and English classes. Frontiers in Psychology, 10, 2794.
Trigueros, R., Lirola, M. J., Cangas, A. J., Aguilar-Parra, J. M., García-Mas, A., & Trigueros, R. (2023). Is resilience learned through the frustration of the BPN? An empirical study about its role in the acquisition of positive lifestyles and academic outcomes framed in SDT. Current Psychology, 42(28), 24882–24891.
Trigueros, R., Mínguez, L. A., Gonz´alez-Bernal, J. J., Aguilar-Parra, J. M., Padilla, D., & ´Alvarez, J. F. (2019). Validation of the satisfaction scale of basic psychological requirements in physical education with the incorporation of novelty in the Spanish context. Sustainability, 11(22), 6250.
Trigueros-Ramos, R., G´omez, N. N., Aguilar-Parra, J. M., & Le´on-Estrada, I. (2019). Influencia del docente de Educaci´on Física sobre la confianza, diversi´on, la motivaci´on y la intenci´on de ser físicamente activo en la adolescencia. Cuadernos de Psicología del Deporte, 19(1), 222–232.
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31.
Vella, S. L. C., & Pai, N. B. (2019). A theoretical review of psychological resilience: Defining resilience and resilience research over the decades. Archives of Medicine and Health Sciences, 7(2), 233–239.
Wang, H., Peng, A., & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99, Article 102529.
Wang, M., Wang, H., & Shi, Y. (2022). The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives. Frontiers in Psychology, 13, Article 1002562.
Wiedenman, E. M., Kruse-Diehr, A. J., Bice, M. R., McDaniel, J., Wallace, J. P., & Partridge, J. A. (2023). The role of sport participation on exercise self-efficacy, psychological need satisfaction, and resilience among college freshmen. Journal of American College Health, 1–8.
Yu, J. H., Chang, H. J., Kim, S. S., Park, J. E., Chung, W. Y., Lee, S. K., & Jung, Y. J. (2021). Effects of high-fidelity simulation education on medical students’ anxiety and confidence. PLoS One, 16(5), Article e0251078.
