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Investigating the Influence of Positive Classroom Management Strategies on Academic Buoyancy, Academic Engagement, Psychological Well-Being and Language Achievement: Visions from EFL Learners

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Title: Investigating the Influence of Positive Classroom Management Strategies on Academic Buoyancy, Academic Engagement, Psychological Well-Being and Language Achievement: Visions from EFL Learners
Language: English
Authors: Wenqing Wang (ORCID 0000-0002-1558-4294), Mohamad Ahmad Saleem Khasawneh (ORCID 0000-0002-1390-3765), Leeda Sarabani (ORCID 0000-0001-6371-9096), Sayed M. Ismail (ORCID 0000-0002-6698-006X)
Source: European Journal of Education. 2025 60(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Classroom Techniques, Resilience (Psychology), Learner Engagement, Well Being, Academic Achievement, Second Language Learning, English (Second Language), Young Adults
DOI: 10.1111/ejed.70149
ISSN: 0141-8211
1465-3435
Abstract: This study examined the impact of positive classroom management techniques on language learners' academic buoyancy, engagement, psychological well-being and language achievement. Grounded in the theoretical framework of positive psychology, the research adopted a concurrent mixed-methods design, combining qualitative interviews with quantitative assessments to provide a comprehensive understanding of the phenomenon. The study involved 50 lower-intermediate language learners aged 18 to 23, who were randomly assigned to either an experimental group or a control group. The experimental group was exposed to positive classroom management interventions, while the control group participated in traditional teacher-fronted sessions. The qualitative findings revealed that positive classroom management strategies significantly enhanced the EFL learners' academic buoyancy, engagement and psychological well-being. Furthermore, the quantitative outcomes demonstrated a statistically significant improvement in academic achievement among the experimental group, with these learners outperforming their counterparts in the control group on posttest measures. These results offer valuable implications for EFL teachers, materials developers, syllabus designers and policymakers, emphasising the importance of integrating positive classroom management strategies into educational practices and policies to foster holistic learner development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481812
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Wenqing+Wang%22">Wenqing Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1558-4294">0000-0002-1558-4294</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohamad+Ahmad+Saleem+Khasawneh%22">Mohamad Ahmad Saleem Khasawneh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1390-3765">0000-0002-1390-3765</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leeda+Sarabani%22">Leeda Sarabani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6371-9096">0000-0001-6371-9096</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sayed+M%2E+Ismail%22">Sayed M. Ismail</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6698-006X">0000-0002-6698-006X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/ejed.70149
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  Data: This study examined the impact of positive classroom management techniques on language learners' academic buoyancy, engagement, psychological well-being and language achievement. Grounded in the theoretical framework of positive psychology, the research adopted a concurrent mixed-methods design, combining qualitative interviews with quantitative assessments to provide a comprehensive understanding of the phenomenon. The study involved 50 lower-intermediate language learners aged 18 to 23, who were randomly assigned to either an experimental group or a control group. The experimental group was exposed to positive classroom management interventions, while the control group participated in traditional teacher-fronted sessions. The qualitative findings revealed that positive classroom management strategies significantly enhanced the EFL learners' academic buoyancy, engagement and psychological well-being. Furthermore, the quantitative outcomes demonstrated a statistically significant improvement in academic achievement among the experimental group, with these learners outperforming their counterparts in the control group on posttest measures. These results offer valuable implications for EFL teachers, materials developers, syllabus designers and policymakers, emphasising the importance of integrating positive classroom management strategies into educational practices and policies to foster holistic learner development.
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