The Interplay of Teacher Energy, Students' Active and Passive Motivation, and Their Willingness to Attend Classes
Saved in:
| Title: | The Interplay of Teacher Energy, Students' Active and Passive Motivation, and Their Willingness to Attend Classes |
|---|---|
| Language: | English |
| Authors: | Hossein Rahimi (ORCID |
| Source: | Language Teaching Research Quarterly. 2026 54:212-239. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Student Motivation, Student Attitudes, Attendance, English (Second Language), Second Language Learning, Teacher Behavior, Age Differences, Gender Differences, Foreign Countries, Emotional Response, Teacher Student Relationship |
| Geographic Terms: | Iran |
| ISSN: | 2667-6753 |
| Abstract: | This study examines the interplay of Teacher Energy (TE) on EFL students' Active/Passive motivation and their willingness to attend classes (WTAC). The study included 300 Iranian EFL learners from various age groups and proficiency levels, who were assessed using already developed and validated scales for TE, Active/Passive Motivation (APM), and WTAC. Structural Equation Modeling (SEM) was employed to analyze the relationships between TE, APM, and WTAC. Results indicated significant positive correlations, with TE having a more substantial influence on WTAC than on motivation. Also, TE was shown to directly and indirectly affect WTAC through APM, establishing motivation as a partial mediator. The findings show that teacher energy not only affects students' class attendance but also enhances their motivation to learn. There were differences in age and gender: younger students (below 20 years) showed greater responsiveness to TE and motivation, while female students showed stronger cognitive/active motivation and greater willingness to attend than male students. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1517770 |
| Database: | ERIC |
Be the first to leave a comment!
