An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy

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Ergün A. L., Derakhshan A., Yang J.

PORTA LINGUARUM, sa.43, ss.109-126, 2025 (AHCI, SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.30827/portalin.vi43.30978
  • Dergi Adı: PORTA LINGUARUM
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, MLA - Modern Language Association Database, DIALNET
  • Sayfa Sayıları: ss.109-126
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

ABSTRACT: A large number of empirical studies has been done on diverse psycho-emo-

tional variables related to second/foreign language (L2) education in different educational

settings. However, the literature is limited chiefly to learner-psychology variables, with at-

tention turning to teacher psychology only recently. Three crucial constructs related to L2

teachers are grit, positive psychological capital, and emotional literacy. However, the inter-

action between these three has received scarce (if any) attention so far. To fill this gap, this

quantitative study delved into the predicting role of teachers’ grit and positive psychological

capital in their emotional literacy. To this end, the 560 EFL teachers who participated in this

study completed three scales over four months. Structural equation modelling (SEM) and re-

gression analysis revealed a positive association among EFL teachers’ grit, positive psycho-

logical capital, and emotional literacy. Moreover, the regression analysis results pinpointed

that both grit and positive psychological capital could significantly predict EFL teachers’

emotional literacy. More specifically, it was found that grit and positive psychological capital

could jointly predict 67% of the variance in emotional literacy. The study provides implica-

tions for EFL teachers, researchers, school managers, and teacher educators regarding the

prominence of emotional factors in language teaching.