Journal of Research in Educational Systems

Abstract Objective: The present study aimed to investigate correlation of perfectionism with English language learning mediated by emotional creativity and cognitive flexibility in students.
Method: The research method was correlational using path analysis, and the statistical population included all female students in the second grade of secondary school, that 235 of whom were selected as the convenience sampling method and responded to the Averill's Emotional Creativity Questionnaire (1991), Dennis & Vander Wal' Flexibility (2010), and Hewitt & Flett's Perfectionism (1991). The students' end-of-semester English language course scores were used to measure the English language learning variable. The data were analyzed using the Pearson correlation coefficient formula and path analysis using SPSS 24 and Amos 23 software.
Results: The results showed that perfectionism, emotional creativity, and cognitive flexibility have a direct effect on English language learning. Also, perfectionism has an indirect effect on English language learning through the mediation of cognitive flexibility and emotional creativity (0/001). The research model was also confirmed and the results showed that the research model had a good fit for the variables and 35% of the variance in English language learning was explained by the research variables.
Conclusions: According to the research findings, it is recommended that educational authorities and practitioners pay special attention to the role of perfectionism, emotional creativity, and cognitive flexibility of students in learning a second language, especially English as an international language, in order to increase their language learning ability.

Abstract Objective: The purpose of this study was to investigate the mediating role of emotional creativity in the relationship between multicultural personality traits with English language anxiety in bilingual students
Methods: The statistical population of this research was made up of all bilingual third year of high school students based on the sampling method in structural equations, according to 11 apparent variables in the model and assigning a coefficient of 20, and including incomplete questionnaires, 225 students were selected, and answered to Van der Zee et al.’s Short-form Multicultural Personality questionnaire (2013), Averill’s Emotional Creativity questionnaire (1999), and Horwitz et al.’s Foreign Language Anxiety Scale (1986). Data analysis was performed by structural equation modeling based on multivariate regression and SPSS18 and Amos24 software.
Results: The findings of the analysis showed that multicultural personality traits and emotional creativity have a direct effect on English language anxiety. Also, emotional creativity mediates multicultural personality traits and has an indirect effect on English language anxiety. The research model was also confirmed which shows that 31% of the variance of the English anxiety variable can be explained by research variables at a significant level of 0.05.
Conclusion: According to the research findings and the role of research variables in language learning, and the relationship between language and cultural and cognitive-emotional factors, it is recommended that their importance be emphasized in educational centers and language teaching institutions in order to increase the level of language learning.
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