صورة الغلاف

The interplay of grit, enjoyment, and self-efficacy among Indonesian pre-service EFL teachers: an SEM analysis

محفوظ في:
الحاوية / القاعدة:Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 23
منشور في:
Springer Nature B.V.
الموضوعات:
Teaching
Student teachers
English teachers
Teacher education
Self-efficacy
Second language teachers
English as a second language instruction
Teachers
Training
Structural equation modeling
Emotional intelligence
Learning
Educational programs
Enjoyment
Structural Equation Models
Second Language Learning
Self Efficacy
Language Teachers
English (Second Language)
Second Language Instruction
الوصول للمادة أونلاين:Citation/Abstract
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مستخلص:Pre-service EFL (henceforth, L2) teacher training often involves significant emotional and motivational challenges. The present study investigates the relationship between pre-service EFL teachers’ (1) grit to become L2 teachers (PET-Grit), (2) L2 learning enjoyment (L2LE), (3) L2 teaching enjoyment (L2TE), (4) L2 learning self-efficacy (L2LSE), and (5) L2 teaching self-efficacy (L2TSE). Using Structural Equation Modeling (SEM), this study examined data from 220 Indonesian pre-service L2 teachers. The proposed model, which included the role of PET-Grit in mediating the relationship between enjoyment and self-efficacy, indicated acceptable fit indices (RMSEA = 0.045, SRMR = 0.059, CFI = 0.994, TLI = 0.993). The results of the study showed that (a) participants’ L2LE and L2TE predicted their PET-Grit, (b) participants’ PET-Grit predicted their L2SE and TSE, (c) participants’ L2TE had an indirect effect on L2TSE, and interestingly, (d) L2LE had an indirect effect on both L2LSE and L2TSE. The research underscores the role of PET-Grit in mediating the effect of enjoyment on self-efficacy. Drawing on the obtained results, the authors suggest that L2 teacher training programs take into consideration pre-service L2 teachers' enjoyment and grit to better prepare them for their teaching careers.
تدمد:2363-5169
DOI:10.1186/s40862-025-00330-3
المصدر:Education Database