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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align:justify;">Given the dearth of research on the association between perfectionism in general and socially prescribed perfectionism (SPP) in particular and learning burnout among English as a foreign language (EFL) learners, the present research set to examine the link between SPP and language learning burnout under the effects of self-esteem and shame emotion simultaneously. Accordingly, 244 university EFL learners were recruited conveniently. They were administered adapted self-reported questionnaires. The data analysis was done through SPSS, AMOS, and Process Macro. The findings of SEM analysis showed that SPP and shame were positively related to burnout. Further, self-esteem could negatively predict burnout. There was also a negative relationship between shame and self-esteem. The findings of mediation analysis also indicated that both self-esteem and shame significantly mediated the impact of SPP on burnout. Theoretical and practical implications were presented and suggestions were provided for further research.</p>

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Original Research 

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Socially Prescribed Perfectionism and Burnout among Foreign Language Learners: The Role of Shame and Self-Esteem

<p style="text-align:justify;">This experimental study aimed to explore the effect of entrepreneurship education among English language teaching (ELT) learners in Iran. To this end, an entrepreneurship awareness-raising intervention was designed and evaluated through a mixed-method explanatory sequential design with hypotheses rooted in social cognitive career theory. The effectiveness of the intervention was first investigated quantitatively through pre-test and post-test among 41 ELT learners. Then, semi-structured interviews were conducted among 15 participants to triangulate and further explain the quantitative findings. The results of repeated measures of MANOVA revealed that ELT learners’ entrepreneurial intention, entrepreneurial self-efficacy, entrepreneurial mindset, and entrepreneurial outcome expectations improved significantly from pre-test to post-test under the effect of the intervention. Further, the findings of qualitative data analysis confirmed the quantitative results and revealed that all of the participants took great satisfaction in the course, and they believed that the effectiveness of the course was even beyond their expectations. Implications are discussed.</p>

Exploring the Effect of an Entrepreneurship Awareness-raising Intervention on ELT Learners’ Entrepreneurial Intention, Mindset, Self-efficacy and Outcome Expectations

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