LEADER 04318nam 2200493 450 001 9910631077603321 005 20231110214711.0 010 $a9783031165283$b(electronic bk.) 010 $z9783031165276 035 $a(MiAaPQ)EBC7141581 035 $a(Au-PeEL)EBL7141581 035 $a(CKB)25360919500041 035 $a(EXLCZ)9925360919500041 100 $a20230331d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe 5Cs positive teacher interpersonal behaviors $eimplications for learner empowerment and learning in an L2 context /$fAli Derakhshan 210 1$aCham, Switzerland :$cSpringer,$d[2022] 210 4$d©2022 215 $a1 online resource (141 pages) 225 1 $aSecond Language Learning and Teaching 311 08$aPrint version: Derakhshan, Ali The 5Cs Positive Teacher Interpersonal Behaviors Cham : Springer International Publishing AG,c2022 9783031165276 320 $aIncludes bibliographical references. 327 $aIntro -- Preface -- Contents -- 1 Overview of the Underlying Frameworks -- 1.1 Introduction -- 1.2 Positive Psychology in L2 Education -- 1.3 Rhetorical/Relational Goal Theory -- 1.4 Teacher Interpersonal Behaviors -- 1.5 Positive Interpersonal Relationships in L2 Classes -- 1.6 Conclusion -- 2 Review of the Concepts: Theoretical and Empirical Backgrounds -- 2.1 Introduction -- 2.2 Care -- 2.3 Clarity -- 2.4 Closeness -- 2.5 Confirmation -- 2.6 Credibility -- 2.7 Learner Empowerment -- 2.8 Affective, Behavioral, and Cognitive Learning -- 2.9 Conclusion -- 3 Design of the Study -- 3.1 Introduction -- 3.2 Aims and Research Questions -- 3.3 Design -- 3.4 Setting -- 3.5 Participants -- 3.6 Data Collection Instruments -- 3.7 Data Collection Procedures -- 3.8 Data Analysis -- 3.9 Conclusion -- 4 Results -- 4.1 Introduction -- 4.2 Quantitative Results -- 4.2.1 Validating the Scales -- 4.2.2 Reliability of the Scales -- 4.2.3 The Kolmogorov-Smirnov Test -- 4.2.4 Descriptive Statistics -- 4.2.5 Inferential Statistics -- 4.3 Qualitative Results -- 4.3.1 Factors Contributing to L2 Students' Empowerment -- 4.3.2 Factors Contributing to L2 Students' Learning -- 4.4 Conclusion -- 5 Discussion -- 5.1 Introduction -- 5.2 RQ1: To What Extent Do "5C" Teacher Interpersonal Behaviors Predict Iranian EFL Students' Empowerment? -- 5.3 RQ2: To What Extent Do "5C" Teacher Interpersonal Behaviors Predict Iranian EFLL Students' Affective, Behavioral, and Cognitive Learning? -- 5.4 RQ3: To What Extent Does Learner Empowerment Predict Iranian EFL Students' Cognitive, Affective, and Behavioral Learning? -- 5.5 RQ4: To What Extent Does Learner Empowerment Mediate the Effects of "5C" Teacher Interpersonal Behaviors on Iranian EFL Students' Affective, Behavioral, and Cognitive Learning? -- 5.6 RQ5: What Factors Contribute to Iranian EFL Students' Empowerment?. 327 $a5.7 RQ6: What Factors Contribute to Iranian EFL Students' Learning? -- 5.8 Conclusion -- 6 Conclusions, Limitations, Pedagogical Implications, and Directions for Future Research -- 6.1 Introduction -- 6.2 Conclusions -- 6.3 Limitations -- 6.4 Implications -- 6.5 Directions for Future Research -- 6.6 Conclusion -- Appendix A Teacher Care Scale (TC-S) -- Appendix B Teacher Clarity Short Inventory -- Appendix C Relational Closeness Scale -- Appendix D Teacher Confirmation Scale -- Appendix E Teacher Credibility Scale -- Appendix F Learner Empowerment Scale -- Appendix G Students' Affective Learning Scale -- Appendix H Students' Behavioral Learning Scale -- Appendix I Cognitive Learning Scale -- Appendix J The Open-ended Questionnaire -- References. 410 0$aSecond Language Learning and Teaching 606 $aPositive psychology 606 $aProfessors de llengua$2thub 606 $aPsicologia positiva$2thub 608 $aLlibres electrònics$2thub 615 0$aPositive psychology. 615 7$aProfessors de llengua 615 7$aPsicologia positiva 676 $a895.134 700 $aDerakhshan$b Ali$01264998 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910631077603321 996 $aThe 5Cs Positive Teacher Interpersonal Behaviors$92966284 997 $aUNINA