RETRACTED: Demystifying the nexus between social support, teacher support and psychological needs fulfilment with peace of mind, achievement emotions and situational motivation in artificial intelligence‐integrated language learning.
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| Title: | RETRACTED: Demystifying the nexus between social support, teacher support and psychological needs fulfilment with peace of mind, achievement emotions and situational motivation in artificial intelligence‐integrated language learning. |
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| Authors: | Namaziandost, Ehsan (AUTHOR), Çelik, Ferdi (AUTHOR) |
| Source: | British Educational Research Journal. Jun2026, Vol. 52 Issue 3, pe267-e302. 36p. |
| Subjects: | Social support, Artificial intelligence, Academic support programs, Motivation (Psychology), Need (Psychology), Peace of mind, Emotions, Second language acquisition |
| Geographic Terms: | Iran |
| Abstract: | This study examined how social support, teacher support and the fulfilment of psychological needs impact the peace of mind, achievement‐related emotions and situational motivation of English as a foreign language (EFL) learners in artificial intelligence (AI)‐integrated language learning settings in Iran. Participants were 265 Iranian EFL learners, comprising 151 females and 114 males, all aged between 14 and 15 years, chosen through purposive sampling from private language schools. Validated questionnaires were adopted to collect data, which were then analysed using structural equation modelling with AMOS software to investigate the relationships among the variables. The analysis employed confirmatory factor analysis to validate the reliability and strength of the measurement models. The findings revealed that social support had a significant impact on learners' peace of mind, achievement emotions and situational motivation. Teacher support also substantially influenced these outcomes, emphasising the essential role of instructor involvement in shaping AI‐integrated learning experiences. Moreover, psychological needs satisfaction proved to be a crucial element, greatly improving learners' peace of mind, encouraging positive achievement emotions and enhancing situational motivation. The study offers practical implications for stakeholders, highlighting the importance of designing AI‐integrated learning environments that prioritise holistic learner well‐being. It underscores the necessity of fostering supportive social interactions, ensuring active teacher engagement and addressing psychological needs satisfaction. By integrating these elements, more effective and emotionally supportive learning experiences can be cultivated, promoting both academic success and personal growth for EFL learners. [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 194916192 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: RETRACTED: Demystifying the nexus between social support, teacher support and psychological needs fulfilment with peace of mind, achievement emotions and situational motivation in artificial intelligence‐integrated language learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Namaziandost%2C+Ehsan%22">Namaziandost, Ehsan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Çelik%2C+Ferdi%22">Çelik, Ferdi</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Jun2026, Vol. 52 Issue 3, pe267-e302. 36p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Need+%28Psychology%29%22">Need (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Peace+of+mind%22">Peace of mind</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined how social support, teacher support and the fulfilment of psychological needs impact the peace of mind, achievement‐related emotions and situational motivation of English as a foreign language (EFL) learners in artificial intelligence (AI)‐integrated language learning settings in Iran. Participants were 265 Iranian EFL learners, comprising 151 females and 114 males, all aged between 14 and 15 years, chosen through purposive sampling from private language schools. Validated questionnaires were adopted to collect data, which were then analysed using structural equation modelling with AMOS software to investigate the relationships among the variables. The analysis employed confirmatory factor analysis to validate the reliability and strength of the measurement models. The findings revealed that social support had a significant impact on learners' peace of mind, achievement emotions and situational motivation. Teacher support also substantially influenced these outcomes, emphasising the essential role of instructor involvement in shaping AI‐integrated learning experiences. Moreover, psychological needs satisfaction proved to be a crucial element, greatly improving learners' peace of mind, encouraging positive achievement emotions and enhancing situational motivation. The study offers practical implications for stakeholders, highlighting the importance of designing AI‐integrated learning environments that prioritise holistic learner well‐being. It underscores the necessity of fostering supportive social interactions, ensuring active teacher engagement and addressing psychological needs satisfaction. By integrating these elements, more effective and emotionally supportive learning experiences can be cultivated, promoting both academic success and personal growth for EFL learners. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194916192 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/berj.4191 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 36 StartPage: e267 Subjects: – SubjectFull: Social support Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Academic support programs Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Need (Psychology) Type: general – SubjectFull: Peace of mind Type: general – SubjectFull: Emotions Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Iran Type: general Titles: – TitleFull: RETRACTED: Demystifying the nexus between social support, teacher support and psychological needs fulfilment with peace of mind, achievement emotions and situational motivation in artificial intelligence‐integrated language learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Namaziandost, Ehsan – PersonEntity: Name: NameFull: Çelik, Ferdi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01411926 Numbering: – Type: volume Value: 52 – Type: issue Value: 3 Titles: – TitleFull: British Educational Research Journal Type: main |
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