On the Role of Language Learners’ Psychological Reactance, Teacher Stroke, and Teacher Success in the Iranian Context

Abstract

Given the importance of psychological reactance in social and educational interactions and its influence on language learning/teaching, the present study intended to investigate the relationship among stroke, psychological reactance, and teacher success. To this end, a total number of 300 Iranian English learners from different English language institutes filled out a newly developed scale on psychological reactance along with stroke and teacher success scales. Confirmatory factor analysis (CFA) was exerted to both develop and validate the new scale. Structural equation modeling (SEM) was, then, employed to examine the possible relationships. Results revealed that stroke was a positive predictor of teacher success. Moreover, a negative relationship was found between psychological reactance and teacher success. Findings are discussed and suggestions are provided to pay more attention to the role of psychological reactance in English language teaching/learning.