McKendree University

ABSTRACT Directed motivational currents (DMC) are periods of intense engagement in tasks related to highly valued goals. The current study examined the prevalence and characteristics of DMC experiences in learning of languages other than English among undergraduate students from two universities in the United States, along with factors that may promote DMC. This study investigated both internal and external contributors, including hope, language mindset, and teachers’ autonomy support. Using a mixed‐methods approach, the data indicated that learners’ DMC experiences were generally highly intense and short lived and more evident in learners with low to intermediate proficiency levels. Hope directly predicted DMC experiences; language mindset and teachers’ autonomy support indirectly predicted DMC through hope.

Purpose This paper aims to use three proxy variables – initial public offerings, trading volume and business confidence index (BCI) to construct an investor sentiment index both for the USA and China, taking into account the challenging periods of the COVID-19 pandemic and the Russo-Ukrainian conflict. Design/methodology/approach Based on monthly data for a period from January 2009 to June 2022, this paper uses data of BCI, consumer confidence index (CCI), gross domestic product, trading volume and Fama and French (1993) factor data; linear regression of single and multifactor model; and EGARCH-M model for analyzing the effect of investor sentiment on stock market return and volatility, both in the USA and China. Findings The empirical results indicate the suitability of BCI over CCI as a measure of investor sentiment, both in the USA and China. The results indicate that investor sentiment has a significant positive effect on the excess returns in the stock market in both countries. Moreover, the effect of investor sentiment is higher in China than it is in the USA. Such an effect of investor sentiment is significant and fluctuates asymmetrically in the short run but loses its significance in the long run. Optimistic investor sentiment has a larger effect on the stock market volatility in the USA, while the pessimistic investor sentiment has a larger effect in the Chinese stock market. Originality/value This paper focuses on finding a more suitable proxy for investor sentiment from BCI or CCI. This paper also contributes by including both optimism and pessimism in explaining the stock return and volatility in both markets. The overall findings are important for understanding investor behavior in different market conditions.

ABSTRACT This paper critically examines the andragogical effectiveness of discussion boards within an MBA program, focusing on whether alternative methods could yield superior educational outcomes. Traditional online discussion boards, despite being a mainstay in asynchronous distance education, have come under scrutiny for their potential limitations in facilitating deep, meaningful student interactions. Through a quasi-experimental study involving MBA students, this research explores the implementation of a reflective journaling approach, incorporating elements like distributed practice and recall activities as an alternative to conventional discussion boards. The study employs Michael G. Moore’s Theory of Transactional Distance as a theoretical framework to assess learning outcomes. Initial results from the innovative andragogical approach suggest a moderate effect size, indicating a potential improvement in learning outcomes compared to traditional discussion board use, although statistical significance was not reached. The findings prompt a reevaluation of interaction techniques in online education, suggesting that integrating reflective practices could enhance the quality of student learning and engagement.

Learning English as a second language (ESL) has garnered significant attention from researchers and practitioners over the past few decades, with numerous ESL learning outcomes examined in the literature. However, self-sustained learning (SSL), a crucial factor in promoting students' sustained learning and development within a sustainable society, has long been overlooked. To deepen the understanding of SSL, especially in the context of ESL in China, this study examined the direct and indirect effects of intercultural communicative skills, language mindset, and positive L2 self on sustained English learning among 1238 Chinese college students through descriptive statistics and a Structural Equation Modeling (SEM) mediation analysis. The results indicated that Chinese college students exhibited a strong language mindset and positive L2 self. They also scored high in intercultural communicative skills and long-term self-sustained English learning. SEM analysis showed that, after controlling for students' demographic characteristics, both intercultural communicative skills and language mindset positively predicted positive L2 self and self-sustained English learning. Moreover, intercultural communicative skills and language mindset had significant and positive indirect effects on self-sustained English learning through positive L2 self, underscoring the significant mediating role of positive L2 self in the relationships between intercultural communicative skills, language mindset, and self-sustained English learning. These findings suggest that, to promote self-sustained learning among English learners, instructors should enhance students' intercultural communicative skills, foster a growth language mindset, and cultivate positive language learning beliefs.

The present study examined the effects of classroom goal structure, self-efficacy, and gender on student engagement among college students (N = 606) learning English as a foreign language in China. Data analysis using multi-group structural equation modeling found that mastery classroom goal structure impacted male students’ engagement both directly and indirectly through self-efficacy, whereas only the indirect path via self-efficacy was significant for female students. Performance classroom goal structure had a significant effect on student engagement for male students but not female students. Thus, self-efficacy can not only impact student engagement but also mediated the relations between mastery classroom goal structure and student engagement regardless of student gender. These findings suggest that creating a classroom environment that highlights the importance of working diligently and holding optimistic beliefs in one’s language capacities can promote English learners’ engagement across genders. However, a classroom climate that emphasizes demonstrating competence and high performance relative to others might promote engagement for men, but not for women.