چکیده:
Given the importance of psychological reactance in social and educational interactions and its influence on language learning/teaching, the present study intended to investigate the relationship among stroke, psychological reactance, and teacher success. To this end, a total number of 300 Iranian English learners from different English language institutes filled out a newly developed scale on psychological reactance along with stroke and teacher success scales. Confirmatory factor analysis (CFA) was exerted to both develop and validate the new scale. Structural equation modeling (SEM) was, then, employed to examine the possible relationships. Results revealed that stroke was a positive predictor of teacher success. Moreover, a negative relationship was found between psychological reactance and teacher success. Findings are discussed and suggestions are provided to pay more attention to the role of psychological reactance in English language teaching/learning.
خلاصه ماشینی:
On the Role of Language Learners’ Psychological Reactance, Teacher Stroke, and Teacher Success in the Iranian Context1 Asieh Amini2, Reza Pishghadam3, & Fahime Saboori4 Received: 13/04/2019 Accepted: 23/07/2019 Abstract Given the importance of psychological reactance in social and educational interactions and its influence on language learning/teaching, the present study intended to investigate the relationship among stroke, psychological reactance, and teacher success.
To this end, a total number of 300 Iranian English learners from different English language institutes filled out a newly developed scale on psychological reactance along with stroke and teacher success scales.
In sum, with such reasons on the importance of the study variables, the present survey study, hence, was an attempt to find out more about the possible relationships of stroke and psychological reactance, as two relatively new concepts in the educational field, with teacher success in an Iranian EFL setting.
The integral aim of this study was to deal with the role of L2 students’ psychological reactance and teacher stroke in EFL teachers’ success.
Following that, any probable and significant relationships between the learners’ psychological reactance, teacher stroke, and teacher success from the viewpoints of the Iranian EFL learners were examined.
Finally, structural equation modeling (SEM) was run to shed light on the (causal) relationships among psychological reactance, stroke, and teacher success to address the second research question of the study.
The other important result of the study was the negative relationship between psychological reactance and teacher success.