An examination of immigrant primary school students' attitudes towards learning the target language: The role of subjective well-being at school and academic grit

Abstract

This study aimed to determine the role of subjective well-being at school and academic grit on immigrant primary school students' attitudes toward learning the target language. The study group consisted of 225 immigrant fourth-grade primary school students. The hypothetical model created for this purpose was tested through structural equation modeling. It was concluded that immigrant primary school students' subjective well-being at school significantly predicted their academic grit and attitudes toward learning the target language, and academic grit had a partial mediating role in the relationship between subjective well-being at school and attitudes toward learning the target language.