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This study examined an integrated process model of second language motivation based on the framework of self-determination theory (SDT). Specifically, this research investigated the extent to which satisfying basic psychological needs (BPN) are related to SDT orientations and, in turn, to the effort expended and how these factors relate collectively to vocabulary knowledge. Revised scales assessing students’ BPN (the Basic Psychological Needs of Second Language Scale) and SDT orientations (the Self-Determination Theory of Second Language Scale) were considered and tested using a higher-order confirmatory factor analysis solution. The results of the structural model showed that BPN were only directly related to vocabulary knowledge, which indicated their direct importance for the attainment of the vocabulary. No other indirect effects through SDT orientations or effort were identified. Nonetheless, SDT orientations were both directly and indirectly linked to vocabulary knowledge over and above the role of expended effort. The results elucidated motivational pathways that yielded pedagogical implications for language learning.

This study offers methodological synergy in the examination of factorial structure in second language (L2) research. It illustrates the effectiveness and flexibility of the recently developed exploratory structural equation modeling (ESEM) method, which integrates the advantages of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) into one complete measurement model. Two sets of data were collected using the L2 Passion Scale, which measures a dualistic model of passion. Study 1 participants were 220 L2 students. A comparison was made between the CFA and the ESEM models. The results demonstrated the superiority of the ESEM method relative to CFA in terms of better goodness-of-fit indices and realistic correlated factors. These results were replicated in another sample of 272 L2 students, providing support for the predictive validity using a structural ESEM model. Guidelines are provided and Mplus syntax files (codes) are included to help analysts apply the methods. We also make the data available publicly. Overall, this research demonstrated the usefulness of ESEM for examining the construct, discriminant, and convergent validity of L2 scales over CFA.

This study examined an integrated process model of second language motivation based on the framework of self-determination theory (SDT). Specifically, this research investigated the extent to which satisfying basic psychological needs (BPN) are related to SDT orientations and, in turn, to the effort expended and how these factors relate collectively to vocabulary knowledge. Revised scales assessing students’ BPN (the Basic Psychological Needs of Second Language Scale) and SDT orientations (the Self-Determination Theory of Second Language Scale) were considered and tested using a higher-order confirmatory factor analysis solution. The results of the structural model showed that BPN were only directly related to vocabulary knowledge, which indicated their direct importance for the attainment of the vocabulary. No other indirect effects through SDT orientations or effort were identified. Nonetheless, SDT orientations were both directly and indirectly linked to vocabulary knowledge over and above the role of expended effort. The results elucidated motivational pathways that yielded pedagogical implications for language learning.

Although studies have consistently found negative correlations between second language (L2) anxiety and L2 achievement, the anxiety concept is criticized for the failure to consider confounding variables, particularly first language (L1) achievement, in the relationship between language anxiety and language achievement. Also, past studies tend to rely on cross-sectional data to conclude causality. To assess long-term causal relationships between L1 and L2 achievement, the study used structural equation modeling to examine pathways by which L1 achievement is associated with L2 reading anxiety after two years via several mediators: L1 working memory, L1 print exposure, and L1 metalinguistic knowledge; L2 aptitude (MLAT); and L2 reading, writing, and listening comprehension. Students (n = 293) in a U.S. secondary school were administered these measures and followed through first-year Spanish. Findings showed the effect of L1 achievement on later L2 reading anxiety was direct and indirect through L2 aptitude, L2 achievement, and L1 metalinguistic knowledge. Effects of L2 achievement and L1 metalinguistic knowledge on L2 reading anxiety were direct. An out-of-sample analysis for model prediction power supported the external validity of the study results. We recommend that teachers and learners deal with L1/L2 skills, rather than anxiety per se, in order to reduce sense of L2 reading anxiety.

Researchers in second language (L2) and education domain use different statistical methods to assess their constructs of interest. Many L2 constructs emerge from elements/parts, i.e., the elements define and form the construct and not the other way around. These constructs are referred to as emergent variables (also called components, formative constructs, and composite constructs). Because emergent variables are composed of elements/parts, they should be assessed through confirmatory composite analysis (CCA). Elements of emergent variables represent unique facets of the construct. Thus, such constructs cannot be properly assessed by confirmatory factor analysis (CFA) because CFA and its underlying common factor model regard these elements to be similar and interchangeable. Conversely, the elements of an emergent variable uniquely define and form the construct, i.e., they are not similar or interchangeable. Thus, CCA is the preferred approach to empirically validate emergent variables such as language skills L2 students’ behavioral engagement and language learning strategies. CCA is based on the composite model, which captures the characteristics of emergent variables more accurately. Aside from the difference in the underlying model, CCA consists of the same steps as CFA, i.e., model specification, model identification, model estimation, and model assessment. In this paper, we explain these steps. and present an illustrative example using publicly available data. In doing so, we show how CCA can be conducted using graphical software packages such as Amos, and we provide the code necessary to conduct CCA in the R package lavaan.

Rare plasma cell disorders—including IgD, IgE, and IgM multiple myeloma, non-secretory myeloma (NSMM), plasma cell leukemia (PCL), and heavy chain disease (HCD)—are biologically heterogeneous and often present with atypical features and aggressive behavior. This review synthesizes current evidence on their epidemiology, pathophysiology, diagnosis, and treatment. Advances in proteasome inhibitors, immunomodulatory agents, and autologous transplantation have improved outcomes in select subtypes. However, challenges persist in distinguishing IgM myeloma from Waldenström macroglobulinemia, monitoring non-secretory disease, and treating highly aggressive forms such as IgE myeloma and PCL. Standardized diagnostic criteria and prospective trials are essential to guide future management.

Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided.

Second language (L2) learners’ beliefs about the nature of language learning, specifically language mindsets, is a recent productive line of L2 research. Researchers argue that language mindsets are key factors for language learning success. However, the association between language mindsets and different language learning outcomes is inconsistent in the literature, and its overall effect remains unclear. The copious body of quantitative research instigates the need for a synthetic approach to capture an overall view of how language mindsets relate to several outcome variables (e.g., general language achievement, grammar, pragmatics, reading, speaking, and writing). Thus, the present study used multilevel meta-analysis to examine the overall effectiveness of the association between language mindsets and language learning outcomes and to examine to what extent this overall effectiveness might vary as a function of some moderators (i.e., age, proficiency level, and learning context). Through a systematic search and screening, we identified a total of 22 studies and 50 effect sizes (n = 17,622 participants) on the correlation between language mindsets and different learning outcomes. The weighted average correlation between fixed language mindset and the language learning outcomes was found to be significantly negative but weak in size (r =  − 0.19). In contrast, the association between the growth language mindset and the learning outcomes was significantly positive but relatively moderate in size (r = 0.26). These associations did not significantly vary as a function of moderating variables. These findings suggest that a higher level of growth language mindsets and a lower level of fixed mindset are important for learners’ success in language learning. Pedagogical implications and suggestions for further research are discussed.

This study offers methodological synergy in the examination of factorial structure in second language (L2) research. It illustrates the effectiveness and flexibility of the recently developed exploratory structural equation modeling (ESEM) method, which integrates the advantages of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) into one complete measurement model. Two sets of data were collected using the L2 Passion Scale, which measures a dualistic model of passion. Study 1 participants were 220 L2 students. A comparison was made between the CFA and the ESEM models. The results demonstrated the superiority of the ESEM method relative to CFA in terms of better goodness-of-fit indices and realistic correlated factors. These results were replicated in another sample of 272 L2 students, providing support for the predictive validity using a structural ESEM model. Guidelines are provided and Mplus syntax files (codes) are included to help analysts apply the methods. We also make the data available publicly. Overall, this research demonstrated the usefulness of ESEM for examining the construct, discriminant, and convergent validity of L2 scales over CFA.

Accelerated orthodontics has revolutionized traditional dental practices by employing innovative techniques to expedite tooth movement and enhance treatment outcomes. Among these advancements, low-level laser therapy (LLLT) has emerged as a promising adjunctive method that offers a non-invasive and efficient approach to accelerate orthodontic tooth movement. By harnessing the power of low-level lasers, LLLT aims to stimulate cellular activity, promote bone remodeling, and reduce treatment duration, thereby revolutionizing the landscape of orthodontic care. In this review, we discuss the mechanism of action, methods, efficacy, advantages, limitations, and future scope of LLLT, uncovering its transformative impact on the field of accelerated orthodontics.