FLOW AND GRIT AMONG TEACHERS AND REMEDIAL TEACHERS
DOI:
https://doi.org/10.48047/9v5pjc40Keywords:
Flow, Grit, Primary, Remedial, Teachers.Abstract
The flow experience may greatly increase student engagement and cultivate a greater sense of accomplishment, according to Czimmermann and Piniel (2016). According to Wang and Huang (2022), students who experience negative flow typically express equal levels of boredom and worry, while those who experience positive flow report similar levels of delight. One important
environmental component that has been identified as having a significant impact on student performance and academic practices is teacher support (Tao et al., 2022; Wang, 2022). This support also plays a significant function in the promotion of students' flow experiences.
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References
Acton, R., and Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: a review of the literature. Aust. J. Teach. Educ. 40, 99–114.
Al Ryanne G. Gatcho and Judy C. Bautista (2019). A Literature Review on Remedial Reading Teachers: The Gaps in the Philippine Context. Journal of English Teaching, Volume 5 (2).
Arco-Tirado, J. L., Fernández-Martín, F. D., & Hoyle, H. R. (2018). Development and validation of a Spanish version of the Grit-S scale. Frontiers in Psychology, 9(96).
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