Ainley, M. (2012). Students' interest and engagement in classroom activities. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 283-302). Springer. https://doi.org/10.1007/978-1-4614-2018-7_13
Alamer, A. (2022). Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108, 102850. https://doi.org/10.1016/j.system.2022.102850
Alrabai, F., & Alamer, A. (2022). The role of learner character strengths and classroom emotions in L2 resilience. Frontiers in psychology, 13, 956216. https://doi.org/10.3389/fpsyg.2022.956216
Alazemi, A. F. T., Heydarnejad, T., Ismail, S. M., & Gheisari, A. (2023). A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context. Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2023.e13149
Azadianbojnordi, M., Bakhtiarpour, S., Makvandi, B., & Ehteshamizadeh, P. (2022). Can academic hope increase academic engagement in Iranian students who are university applicants? Investigating academic buoyancy as a mediator. Journal of Psychologists and Counsellors in Schools, 32(2), 198-206. https://doi.org/10.1017/jgc.2020.31
Baierschmidt, J. R. (2022). Grit as a predictor of foreign language proficiency: An investigation of grit and EFL proficiency in Japanese university students. English as a Foreign Language International Journal, 26(3), 23-46. https://doi.org/10.56498/3302632022
Changlek, A., & Palanukulwong, T. (2015). Motivation and grit: Predictors of language learning achievement. Veridian E-Journal, Silpakorn University (Humanities, Social Sciences and arts), 8(4), 23-36. https://he02.tcithaijo.org/index.php/VeridianJournal/article/view/40089
Chen, X., Lake, J., & Padilla, A. M. (2021). Grit and motivation for learning English among Japanese university students. System, 96, 102411. https://doi.org/10.1016/j.system.2020.102411
Christopoulou, M., Lakioti, A., Pezirkianidis, C., Karakasidou, E., & Stalikas, A. (2018). The role of grit in education: A systematic review. Psychology, 9(15), 2951-2971. https://doi.org/10.4236/psych.2018.915171
De la Fuente, J., Urien, B., Luis, E. O., González-Torres, M. C., Artuch-Garde, R., & Balaguer, A. (2022). The proactive-reactive resilience as a mediational variable between the character strength and the flourishing in undergraduate students. Frontiers in psychology, 13, 856558. https://doi.org/10.3389/fpsyg.2022.856558
Derakhshan, A. (2021). The predictability of resilience by teachers' positive and negative emotions. Frontiers in Psychology, 12, 731371 https://doi.org/10.3389/fpsyg.2021.731371
Derakhshan, A., Dewaele, J. M., & Noughabi, M. A. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, 102890. https://doi.org/10.1016/j.system.2022.102890
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety. The right and left feet of the language learner. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215-236). Multilingual Matters https://doi.org/10.2307/jj.30945667.12
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128. https://doi.org/10.3389/fpsyg.2019.02128
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters. https://doi.org/10.21832/9781853598876
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in psychology, 5, 36. https://doi.org/10.3389/fpsyg.2014.00036
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The Broaden-and-Build Theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218
Fathi, J., Rezaei, N., & Mohammad Hosseini, H. (2025). Ideal L2 self, mindfulness, and academic buoyancy as predictors of foreign language achievement in EFL learners. Perceptual and Motor Skills, 132(6), 1553-1581. https://doi.org/10.1177/00315125251340564
Ghafouri, M., & Tahriri, A. (2023). The interplay of gender, L2 grit and academic buoyancy among Iranian junior high school students: A positive psychology and control value-theory perspective. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 11(1), 121–139. https://doi.org/10.22049/jalda.2023.28160.1499
Goodman, F. R., Disabato, D. J., Kashdan, T. B., & Machell, K. A. (2017). Personality strengths as resilience: A one‐year multiwave study. Journal of personality, 85(3), 423-434. https://doi.org/10.1111/jopy.12250
Gregersen, T., MacIntyre, P. D., & Buck, R. (2021). Using character strengths to address English writing anxiety. Theory and Practice of Second Language Acquisition, 7(2), 11-35. https://doi.org/10.31261/TAPSLA.8431
Güsewell, A., & Ruch, W. (2012). Are only emotional strengths emotional? Character strengths and disposition to positive emotions. Applied Psychology: Health and Well‐Being, 4(2), 218-239. https://doi.org/10.1111/j.1758-0854.2012.01070.x
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of educational psychology, 92(2), 316. https://doi.org/10.1037/0022-0663.92.2.316
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy insights from the behavioral and brain sciences, 3(2), 220-227.https://doi.org/10.1177/2372732216655542
Harzer, C., & Ruch, W. (2014). The role of character strengths for task performance, job dedication, interpersonal facilitation, and organizational support. Human Performance, 27(3), 183-205. https://doi.org/10.1080/08959285.2014.913592
Harzer, C., & Ruch, W. (2015). The relationships of character strengths with coping, work-related stress, and job satisfaction. Frontiers in psychology, 6, 165. https://doi.org/10.3389/fpsyg.2015.00165
Hausler, M., Strecker, C., Huber, A., Brenner, M., Höge, T., & Höfer, S. (2017). Distinguishing relational aspects of character strengths with subjective and psychological well-being. Frontiers in psychology, 8, 1159. https://doi.org/10.3389/fpsyg.2017.01159
Heintz, S., & Ruch, W. (2020). Character strengths and job satisfaction: Differential relationships across occupational groups and adulthood. Applied Research in Quality of Life, 15(2), 503-527. https://doi.org/10.1007/s11482-018-9691-3
Henseler, J., Ringle, C. M., & Sarstedt, M. (2016). Testing measurement invariance of composites using partial least squares. International marketing review, 33(3), 405-431. https://doi.org/10.1108/IMR-09-2014-0304
Heydarnejad, T., Ibrahim, K. A. A. A., Abdelrasheed, N. S. G., & Rezvani, E. (2022). The effect of academic emotion regulation on EFL learners' core of self-assessment and academic buoyancy: a structural equation modeling. Language Testing in Asia, 12(1), 57. https://doi.org/10.1186/s40468-022-00207-z
Heydarnejad, T., Ismail, S. M., Shakibaei, G., & Saeedian, A. (2022). Modeling the impact of L2 grit on EFL learners' core of self-assessment and foreign language anxiety. Language Testing in Asia, 12(1), 50. https://doi.org/10.1186/s40468-022-00200-6
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
Höfer, S., Gander, F., Höge, T., & Ruch, W. (2020). Special Issue: Character Strengths, Well-Being, and Health in Educational and Vocational Settings. Applied Research in Quality of Life, 15 (2), 301-306. https://doi.org/10.1007/s11482-018-9688-y
Hokanson, B., & Karlson, R. W. (2013). Borderlands: developing character strengths for a knowmadic world. On the Horizon, 21(2), 107-113. https://doi.org/10.1108/10748121311323003
Jabbari, M., Shahidi, S., Panaghi, L., Mazaheri, M. A., & Oberle, E. (2021). Examining the link between character strengths and positive and negative mental health indicators in Iranian adolescents. Journal of Psychoeducational Assessment, 39(5), 610-622. https://doi.org/10.1177/07342829211005300
Kalyar, M. N., & Kalyar, H. (2018). Provocateurs of creative performance: examining the roles of wisdom character strengths and stress. Personnel Review, 47(2), 334-352. https://doi.org/10.1108/PR-10-2016-0286
Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2021). A closer look at grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition, 43(2), 379-402. https://doi.org/10.1017/S0272263120000203
Kim, L. E., & Kim, D. (2021). Resilience and academic engagement: The mediating roles of academic self-efficacy and emotion regulation. Educational Psychology, 41(4), 464-481. https://doi.org/10.1080/01443410.2020.1860165
Kramer, B., McLean, S., & Shepherd Martin, E. (2018). Student grittiness: A pilot study investigating scholarly persistence in EFL classrooms. Journal of Osaka Jogakuin College, 47, 25–41. https://roar.eprints.org/3155/
Lan, X., Wang, W., & Hofer, J. (2020). Grit and academic achievement: A longitudinal study on the mediating role of motivation and self-control among Chinese students. Learning and Individual Differences, 80, 101875. https://doi.org/10.1016/j.lindif.2020.101875
Lake, J. (2013). 13. Positive L2 self: Linking positive psychology with L2 motivation. Language learning motivation in Japan, 71, 225-244. https://doi.org/10.21832/9781783090518-015
Lavy, S. (2019). A review of character strengths interventions in twenty-first-century schools: Their importance and how they can be fostered. Applied Research in Quality of Life, 15, 573-596. https://doi.org/10.1007/s11482-018-9700-6
Li, C. (2020). A positive psychology perspective on Chinese EFL students' trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246-263. https://doi.org/10.1080/01434632.2019.1614187
Li, G. (2025). Understanding the roles of grit and well-being in L2 achievement among Chinese university english learners. BMC psychology, 13(1), 1-13. https://doi.org/10.1186/s40359-025-02933-4
Li, X., Duan, S., & Liu, H. (2023). Unveiling the predictive effect of students' perceived EFL teacher support on academic achievement: The mediating role of academic buoyancy. Sustainability, 15(13), 10205. https://doi.org/10.3390/su151310205
Li, J., & Li, Y. (2021). The role of grit on students' academic success in experiential learning context. Frontiers in psychology, 12, 774149. https://doi.org/10.3389/fpsyg.2021.774149
MacIntyre, P. D. (2016). So far so good: An overview of positive psychology and its contributions to SLA.SSLLT, 6(1), 5-20. https://doi.org/10.14746/ssllt.2016.6.1.2
MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology in SLA. Multilingual Matters. https://doi.org/10.21832/9781783095360
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.1111/modl.12544
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in second language learning and teaching, 4(2), 153-172 https://doi.org/10.14746/ssllt.2014.4.2.2
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. https://doi.org/10.1002/pits.20149
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of school psychology, 46(1), 53-83. https://doi.org/10.1016/j.jsp.2007.01.002
McDonald, R. P. (1996). Path analysis with composite variables. Multivariate Behavioral Research, 31(2), 239-270. https://doi.org/10.1207/s15327906mbr3102_5
McGrath, R. E. (2019). Technical report: The VIA assessment suite for adults: Development and initial evaluation (Rev. ed.). VIA Institute on Character. https://www.viacharacter.org/
Meier, M., Martarelli, C. S., & Wolff, W. (2024). Is boredom a source of noise and/or a confound in behavioral science research? Humanities and Social Sciences Communications, 11(1), 1-8. https://doi.org/10.1057/s41599-024-02851-7
Mercer, S. (2018). Psychology for language learning: Spare a thought for the teacher. Language Teaching, 51(4), 504-525. https://doi.org/10.1017/S0261444817000258
Mercer, S. (2021). The wellbeing of language teachers in the private sector: An ecological perspective. Language Teaching Research, 25(3), 508-529. https://doi.org/10.1177/1362168820946001
Mercer, S., & MacIntyre, P. D. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172 https://doi.org/10.14746/ssllt.2014.4.2.2
Molavi, S., Kuhi, D., & Ahangari, S. (2023). Investigating the Effect of Well-Being on Self-Concept and Professional Development with the Mediation of Gender and Teaching Experience. Journal of Foreign Language Research, 13 (3), 457- 476. http//doi.org/ 10.22059/jflr.2023.357787.1033 (In Persian)
Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge. https://doi.org/10.4324/9781315719146
Park, N., & Peterson, C. (2008). Positive psychology and character strengths: Application to strengths-based school counseling. Professional school counseling, 12(2). https://doi.org/10.1177/2156759X0801200214
Pawlak, M. (Ed.). (2021). Investigating individual learner differences in second language learning. Springer. https://doi.org/10.1007/978-3-030-75726-7
Pawlak, M. (2025). Individual differences in ELT. In N. A. Nazari (Ed.), Empowering the English Language Teacher in a Multipolar Environment (pp. 247–263). Springer Nature Singapore. https://doi.org/10.1007/978-981-96-4839-9_15
Pawlak, M., Zarrinabadi, N., & Kruk, M. (2024). Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour. Journal of Multilingual and Multicultural Development, 45(8), 3188-3204. https://doi.org/10.1080/01434632.2022.2091579
Pekrun, R. (2006). The Control-Value Theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120-141). Routledge. https://doi.org/10.4324/9780203148211
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. American Psychological Association & Oxford University Press. Character Strengths and Virtues: A Handbook and Classification.
Peterson, C., Ruch, W., Beermann, U., Park, N., & Seligman, M. E. (2007). Strengths of character, orientations to happiness, and life satisfaction. The journal of positive psychology, 2(3), 149-156. https://doi.org/10.1080/17439760701228938
Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2021). Conceptualizing emotioncy in language education: A mixed-methods study. Language Teaching Research, 25(6), 887-910. https://doi.org/10.1177/1362168820950448
Robins, S. (2019). Academic achievement and retention among ESL learners: A study of grit in an online context (Doctoral dissertation, University of West Georgia). ProQuest Dissertations & Theses Global. Publication No. 13808781.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
Shahrokhi, M., & Dehaghani, F. J. (2025). Mediating role of students' self-assessment in the relationships among EFL students' L2 grit, motivation, and willingness to communicate. BMC psychology, 13(1), 1052. https://doi.org/10.1186/s40359-025-03414-4
Shahrokhi, M., & Nikbakht, L. (2024). Investigating the Association among Iranian Intermediate EFL Learners' Critical Thinking, L2 Grit, Problem Solving, and Resilience: A Structural Equation Modelling. Journal of Foreign Language Research, 14 (3), 385-401. http//doi.org/ 10.22059/jflr.2024.379089.1140. (In Persian)
Shahvarani, F. S., Noughabi, M. A., & Razi, A. (2025). Investigating the contribution of engagement and resilience to EFL teachers' L2 grit. Journal of Multilingual and Multicultural Development, 46(8), 2312-2324 https://doi.org/10.1080/01434632.2023.2284893
Shao, K., Pekrun, R., & Nicholson, L. J. (2020). Emotions in classroom language learning: What can we learn from achievement emotion research? System, 86, 102121. https://doi.org/10.1016/j.system.2019.102121
Schiefele, U. (1991). Interest, learning, and motivation. Educational psychologist, 26(3-4), 299-323. https://doi.org/10.1207/s15326985ep2603&4_5
Shechtman, N., DeBarger, A. H., Dornsife, C., Rosier, S., & Yarnall, L. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century. Washington, DC: US Department of Education, Department of Educational Technology, 1(2), 1-07. https://www.sri.com/publication/
Strayhorn, T. L. (2014). What role does grit play in the academic success of black male collegians at predominantly white institutions?. Journal of African American Studies, 18, 1-10. https://doi.org/10.1007/s12111-012-9243-0
Sudina, E., & Plonsky, L. (2021). Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia. ITL-International Journal of Applied Linguistics, 172(2), 161-198. https://doi.org/10.1075/itl.20001.sud
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26(5), 893-918. https://doi.org/10.1177/1362168820921895
Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564-577. https://doi.org/10.1017/S0261444816000173
Wagner, L., Holenstein, M., Wepf, H., & Ruch, W. (2020). Character strengths are related to students' achievement, flow experiences, and enjoyment in teacher-centered learning, individual, and group work beyond cognitive ability. Frontiers in Psychology, 11, 1324. https://doi.org/10.3389/fpsyg.2020.01324
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: the past, current status and future directions. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.731721
Wang, Y. L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status, and future directions. Frontiers in Psychology, 12, 731721. https://doi.org/10.3389/fpsyg.2021.731721
Weber, M., & Harzer, C. (2022). Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling. Frontiers in Psychology, 13, 826960. https://doi.org/10.3389/fpsyg.2022.826960
Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in psychology, 10, 1508.
Wiśniewska, D. (2013). Interest and interest-enhancing strategies of adolescent EFL learners. ELT journal, 67(2), 210-219. https://doi.org/10.1093/elt/ccs079
Xu, X., & Wang, B. (2022). EFL students' academic buoyancy: Does academic motivation and interest matter?. Frontiers in Psychology, 13, 858054. https://doi.org/10.3389/fpsyg.2022.858054
Yamashita, T. (2018). Grit and second language acquisition: can passion and perseverance predict performance in Japanese language learning? (Doctoral dissertation, University of Massachusetts)
Yun, S., Hiver, P., & Al-Hoorie, A. H. (2018). ACADEMIC BUOYANCY: EXPLORING LEARNERS'EVERYDAY RESILIENCE IN THE LANGUAGE CLASSROOM. Studies in Second Language Acquisition, 40(4), 805-830. https://doi.org/10.1017/S0272263118000037
Yang, H. C., Sun, I. S., & Park, S. H. (2015). Perceived employment instability effect on psychological well-being and job satisfaction: Resilience and character strength as mediator. Asian Journal of Business Environment, 5(4), 29-35. https://doi.org/10.13106/eajbm.2015.vol5.no4.29.
Zarrinabadi, N. (2025). Motivational and emotional factors involved in language learning. In Competition in second language classrooms: Causes, consequences, and implications (pp. 35–53). Springer. https://doi.org/10.1007/978-3-031-75615-3_3
Zhai, K. (2025). Exploring the relationships between academic buoyancy, engagement, and achievement in english reading among EFL learners. SAGE Open, 15(3), 21582440251357156. https://doi.org/10.1177/21582440251357156
Zhang, J. (2023). Modelling the interplay of writing achievement goals and grit in predicting L2 writing achievements. System, 117, 103118. https://doi.org/10.1016/j.system.2023.103118
Zhang, S., Heydarnejad, T., & Aberash, A. (2022). Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education. Frontiers in Psychology, 13, 1013370. https://doi.org/10.3389/fpsyg.2022.1013370
