The interplay of grit, enjoyment, and self-efficacy among Indonesian pre-service EFL teachers: an SEM analysis
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| Publicado en: | Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 23 |
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| Publicado: |
Springer Nature B.V.
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| 022 | |a 2363-5169 | ||
| 024 | 7 | |a 10.1186/s40862-025-00330-3 |2 doi | |
| 035 | |a 3183328621 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 245 | 1 | |a The interplay of grit, enjoyment, and self-efficacy among Indonesian pre-service EFL teachers: an SEM analysis | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Teaching | ||
| 653 | |a Student teachers | ||
| 653 | |a English teachers | ||
| 653 | |a Teacher education | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Second language teachers | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Teachers | ||
| 653 | |a Training | ||
| 653 | |a Structural equation modeling | ||
| 653 | |a Emotional intelligence | ||
| 653 | |a Learning | ||
| 653 | |a Educational programs | ||
| 653 | |a Enjoyment | ||
| 653 | |a Structural Equation Models | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Language Teachers | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Second Language Instruction | ||
| 773 | 0 | |t Asian-Pacific Journal of Second and Foreign Language Education |g vol. 10, no. 1 (Dec 2025), p. 23 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3183328621/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3183328621/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |