Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout

IF 3.7 1区文学 Q1 LINGUISTICS Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI:10.14746/ssllt.2022.12.1.5

Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, K. Zhaleh

{"title":"Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout","authors":"Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, K. Zhaleh","doi":"10.14746/ssllt.2022.12.1.5","DOIUrl":null,"url":null,"abstract":"To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.7000,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"23","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Second Language Learning and Teaching","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.14746/ssllt.2022.12.1.5","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}

引用次数: 23

Abstract

To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

探讨教师即时性和笔划行为对英语作为外语的大学生学业倦怠的预测作用

为了扩充关于学生倦怠这一全新概念的文献，本研究考察了教师的即时性和笔画变量对英语作为外语(EFL)学生倦怠体验的影响。为了实现这一目标，一组来自伊朗多所大学的631名英语本科生回答了包括即时行为量表、学生中风量表和马斯拉克倦怠量表-学生调查在内的问卷。即时性量表和倦怠量表的验证性因子分析(CFA)结果证实了这两个量表在伊朗英语语境中的有效性。随后，使用Pearson多重相关系数和结构方程模型(SEM)对数据进行分析。研究发现，学生倦怠量表与教师即时性量表和中风量表呈显著负相关。此外，教师即时性和笔划变量与其子量表相结合，可以预测学生的职业倦怠。总体而言，可以得出结论，教师即时性和笔触概念作为积极的教师人际交往行为，在英语语境中促进师生之间的融洽和积极互动，是潜在的预防学生相关负面结果(如倦怠)的因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.