Dispositional and situational well-being attributions in LOTE curricula: first-year university students’ experiences
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Gu, Xuanyu [1] ; Xu, Hao
[1]
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[1] Beijing Foreign Studies University
Beijing Foreign Studies University
China
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- Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 47, Nº. 5, 2026, págs. 3235-3250
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This study investigates the well-being attributions of first-year university students in China majoring in Languages Other Than English (LOTEs), specifically Albanian, French, and Korean, as they enter a new stage of language learning characterised by unfamiliar linguistic demands. Drawing on the conceptualisation of well-being in positive psychology and attribution theory, the study explores how learners explain their emotional experiences in relation to language learning progress and broader educational adjustments. The findings reveal diverse attribution patterns, with both dispositional attributions, centred on internal locus of control and intrinsic motivation, and situational attributions, influenced by external factors such as classroom dynamics and career uncertainties. The study highlights the central role of perceived locus of control in shaping well-being attributions, particularly in core curricular areas, while also uncovering a domain shift where learners adjust their attributions across academic and personal contexts to compensate for reduced control in certain areas. The study contributes to our understandings of the causal framing of well-being, viewed by learners as outcomes of personal or contextual causes, and extends attribution theory by demonstrating attributional dynamics across multiple life domains. These insights provide implications for creating more responsive language learning environments by addressing students’ emotional needs and perceived control.
