The Interplay of Gender, L۲ Grit and Academic Buoyancy Among Iranian Junior High School Students: A Positive Psychology and Control Value Theory Perspective

Understanding the role of positive emotions and their contributions to the learners’ overall academic success and well-being is of utmost importance. To this end, by following positive psychology and control-value theory, the researchers explored the relationship between two under-researched factors dwelling within the realm of L۲ emotions and goal achievement, i.e., L۲ grit and academic buoyancy.  To this end, ۲۶۳ junior high school students were surveyed via L۲ grit and academic buoyancy scales. The results of the analyses of correlation, regression, and MANOVA revealed that L۲ grit is significantly correlated with L۲ buoyancy with the strong predictive power of its underlying components. Analyses also indicated that males and females significantly differ in their level of grit. The findings imply that acknowledging the presence of grit and academic buoyancy in language learners would possibly lead to positive outcomes.

Keywords:

L۲ grit , L۲ academic buoyancy , positive psychology , control-value theory , L۲ emotions