Abu‐Rabia, S. (2004) Teachers’ role, learners’ gender differences, and FL anxiety among seventh‐grade students studying English as a FL. Educational Psychology 24(5), 711–721. https://doi.org/10.1080/0144341042000263006
Google Scholar

Adams, G. A., King, L. A., and King, D. W. (1996) Relationships of job and family involvement, family social support, and work–family conflict with job and life satisfaction. Journal of Applied Psychology 81 (4), 411–420. https://doi.org/10.1037/0021-9010.81.4.411
Google Scholar

Ahmed, W., Minnaert, A., Werf, G. van der, and Kuyper, H. (2010) Perceived social support and early adolescents’ achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth and Adolescence 39 (1), 36. https://doi.org/10.1007/s10964-008-9367-7
Google Scholar

Ahnert, L., Harwardt-Heinecke, E., Kappler, G., Eckstein-Madry, T., and Milatz, A. (2012) Student-teacher relationships and classroom climate in first grade: how do they relate to students’ stress regulation? Attachment and Human Development 14 (3), 249–263. https://doi.org/10.1080/14616734.2012.673277
Google Scholar

Alloway, R., and Bebbington, P. (1987) The buffer theory of social support - a review of the literature. Psychological Medicine 17 (1), 91–108.
Google Scholar

Aneshensel, C. S., and Stone, J. D. (1982) Stress and depression: a test of the buffering model of social support. Archives of General Psychiatry 39 (12), 1392–1396.
Google Scholar

Bokhorst, C. L., Sumter, S. R., and Westenberg, P. M. (2010) Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: Who Is perceived as most supportive? Social Development 19 (2), 417–426. https://doi.org/10.1111/j.1467-9507.2009.00540.x
Google Scholar

Camara, M., Bacigalupe, G., and Padilla, P. (2017) The role of social support in adolescents: are you helping me or stressing me out ? International Journal of Adolescence and Youth 22 (2), 123–136. https://doi.org/10.1080/02673843.2013.875480
Google Scholar

Chang, L. Y.-H. (2010) Group processes and EFL learners’ motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect 44 (1), 129–154.
Google Scholar

Chen, J. J.-L. (2005) Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: the mediating role of academic engagement. Genetic, Social, and General Psychology Monographs 131 (2), 77–127. https://doi.org/10.3200/MONO.131.2.77-127
Google Scholar

Chen, J. J.-L. (2008) Grade-level differences: relations of parental, teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International 29 (2), 183–198. https://doi.org/10.1177/0143034308090059
Google Scholar

Cheng, S. T., and Chan, C. M. A. (2004) The multidimensional scale of perceived social support: Dimensionality and age and gender differences in adolescents. Personality and Individual Differences 37 (7), 1359–1369. https://doi.org/10.1016/j.paid.2004.01.006
Google Scholar

Chu, P. S., Saucier, D. A., and Hafner, E. (2010) Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology 29 (6), 624–645. https://doi.org/10.1521/jscp.2010.29.6.624
Google Scholar

Ciarrochi, J., Morin, A. J. S., Sahdra, B. K., Litalien, D., and Parker, P. D. (2017) A longitudinal person-centred perspective on youth social support: Relations with psychological wellbeing. Developmental Psychology 53 (6), 1154–1169. https://doi.org/10.1037/dev0000315
Google Scholar

Cicognani, E. (2011) Coping strategies with minor stressors in adolescence: Relationships with social support, self-efficacy, and psychological well-being. Journal of Applied Social Psychology 41 (3), 559–578. https://doi.org/10.1111/j.1559-1816.2011.00726.x
Google Scholar

Cohen, S., and Wills, T. A. (1985) Stress, social support, and the buffering hypothesis. Psychological Bulletin 98 (2), 310–357.
Google Scholar

Cranford, J. A. (2004) Stress-buffering or stress-exacerbation? Social support and social undermining as moderators of the relationship between perceived stress and depressive symptoms among married people. Personal Relationships 11 (1), 23–40. https://doi.org/10.1111/j.1475-6811.2004.00069.x
Google Scholar

Csizér, K., and Lukács, G. (2010) The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System 38 (1), 1–13. https://doi.org/10.1016/j.system.2009.12.001
Google Scholar

Cutrona, C. E., and Russell, D. W. (1990) Type of social support and specific stress: Toward a theory of optimal matching. In B. R.
Google Scholar

Sarason, I. G. Sarason, and G. R. Pierce (eds), Social support: An interactional view (pp. 319–366). New York: Wiley.
Google Scholar

Dalal, A. K., and Ray, S. (2005) Social dimensions of health. Jaipur, Rajastan: Rawat Publications.
Google Scholar

Danielsen, A. G., Samdal, O., Hetland, J., and Wold, B. (2009) School-related social support and students’ perceived life satisfaction. The Journal of Educational Research 102 (4), 303–320. https://doi.org/10.3200/JOER.102.4.303-320
Google Scholar

Danielsen, A. G., Wiium, N., Wilhelmsen, B. U., and Wold, B. (2010) Perceived support provided by teachers and classmates and students’ self-reported academic initiative. Journal of School Psychology 48 (3), 247–267. https://doi.org/10.1016/j.jsp.2010.02.002
Google Scholar

del Valle, J. F., Bravo, A., and López, M. (2010) Parents and peers as providers of support in adolescents’ social network: a developmental perspective. Journal of Community Psychology 38 (1), 16–27. https://doi.org/10.1002/jcop.20348
Google Scholar

Demaray, M. K., Malecki, C. K., Jenkins, L. N., and Cunningham, C. M. (2012) Social support. How to assess and include it in research on prevention and youth outcomes. In B. Doll, W. Pfohl, and J. S. Yoon (eds), Handbook of Prevention Science (pp. 165–178). New York and London: Routledge.
Google Scholar

Dennis, J. M., Phinney, J. S., and Chuateco, L. I. (2005) The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development 46 (3), 223–236. https://doi.org/10.1353/csd.2005.0023
Google Scholar

Diener, E., and Seligman, M. E. P. (2002) Very happy people. Psychological Science 13 (1), 81–84. https://doi.org/10.1111/1467-9280.00415
Google Scholar

Doll, B., Brehm, K., and Zucker, S. (2004) Resilient classrooms. Creating healthy environments for learning (2 edition). New York: The Guilford Press.
Google Scholar

Ehrman, M. (1999) Ego boundaries and tolerance of ambiguity in second language learning. In J. Arnold (Ed.), Affect in Language Learning (pp. 68–86). Cambridge: Cambridge University Press.
Google Scholar

Essau, C. A., Ishikawa, S.-I., Sasagawa, S., Sato, H., Okajima, I., Otsui, K., Michie, F. (2011) Anxiety symptoms among adolescents in Japan and England: their relationship with self-construals and social support. Depression and Anxiety 28 (6), 509–518. https://doi.org/10.1002/da.20819
Google Scholar

Furman, W., and Buhrmester, D. (1985) Children’s perceptions of the personal relationships in their social networks. Developmental Psychology 21 (6), 1016.
Google Scholar

Furnham, A., and Marks, J. (2013) Tolerance of ambiguity: A review of the recent literature. Psychology 4 (9), 717–728. https://doi.org/10.4236/psych.2013.49102
Google Scholar

Furrer, C. J., Skinner, E. A., and Pitzer, J. R. (2014) The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113 (1), 101–123.
Google Scholar

Ghaith, G. M. (2002) The relationship between cooperative learning, perception of social support, and academic achievement. System 30 (3), 263–273. https://doi.org/10.1016/S0346-251X(02)00014-3
Google Scholar

Gottlieb, B. H. (2000) Selecting and planning support interventions. In Sheldon Cohen, L. G. Underwood, and B. H.
Google Scholar

Gottlieb (eds), Social Support Measurement and Intervention: A Guide for Health and Social Scientists (pp. 195–220). Oxford University Press.
Google Scholar

Grolnick, W. S., Friendly, R. W., and Bellas, V. M. (2009) Parenting and children’s motivation at school. In K. R. Wentzel and A. Wigfield (eds), Handbook of motivation at school (pp. 279–300). New York and London: Routledge.
Google Scholar

Hale, C. J., Hannum, J. W., and Espelage, D. L. (2005) Social support and physical health: the importance of belonging. Journal of American College Health 53 (6), 276–284. https://doi.org/10.3200/JACH.53.6.276-284
Google Scholar

Halpenny, A. M., Greene, S., and Hogan, D. (2008) Children’s perspectives on coping and support following parental separation. Child Care in Practice 14 (3), 331–325. https://doi.org/10.1080/13575270802041720
Google Scholar

Hamm, J. V., and Faircloth, B. S. (2005) The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development 107, 61–78. https://doi.org/10.1002/cd.121
Google Scholar

Harter, S. (2015) The construction of the self: Developmental and sociocultural foundations. New York: Guilford Publications.
Google Scholar

Hashimoto, K., Kurita, H., Haratani, T., Fujii, K., and Ishibashi, T. (1999) Direct and buffering effects of social support on depressive symptoms of the elderly with home help. Psychiatry and Clinical Neurosciences 53 (1), 95–100. https://doi.org/10.1046/j.1440-1819.1999.00478.x
Google Scholar

Helsen, M., Vollebergh, W., and Meeus, W. (2000) Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence 29 (3), 319–335. https://doi.org/10.1023/A:1005147708827
Google Scholar

Holahan, C. J., Valentiner, D. P., and Moos, R. H. (1994) Parental support and psychological adjustment during the transition to young adulthood in a college sample. Journal of Family Psychology 8 (2), 215–223. https://doi.org/10.1037/0893-3200.8.2.215
Google Scholar

House, J. S., Landis, K. R., and Umberson, D. (1988) Social relationships and health. Science 241(4865), 540–545.
Google Scholar

Huang, S., Eslami, Z., and Hu, R.-J. S. (2010) The relationship between teacher and peer support and English-language learners’ anxiety. English Language Teaching 3 (1), 32–40.
Google Scholar

Hue Nguyen, M. (2013) EFL students? Reflections on peer scaffolding in making a collaborative oral presentation. English Language Teaching 6 (4), 64–73. https://doi.org/10.5539/elt.v6n4p64
Google Scholar

Hyland, F. (2016) Challenges faced by second language doctoral student writers in Hong Kong and their writing strategies. Australian Review of Applied Linguistics 39 (2), 158–180. https://doi.org/10.1075/aral.39.2.04hyl
Google Scholar

Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., Lu, Z. (2009) The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development 80 (5), 1514–1530.
Google Scholar

Kiefer, S. M., Alley, K. M., and Ellerbrock, C. R. (2015) Teacher and peer support for young adolescents’ motivation, engagement, and school belonging. RMLE Online 38 (8), 1–18.
Google Scholar

Kleinke, C. L. (1998) Coping with life challenges. New York: Brooks/Cole Pub.
Google Scholar

Kobayashi, M. (2003) The role of peer support in ESL students’ accomplishment of oral academic tasks. Canadian Modern Language Review 59 (3), 337–368.
Google Scholar

LeClair, C., Doll, B., Osborn, A., and Jones, K. (2009) English language learners’ and non-English language learners’ perceptions of the classroom environment. Psychology in the Schools 46 (6), 568–577. https://doi.org/10.1002/pits.20398
Google Scholar

Levitt, M. J., Levitt, J., Bustos, G. L., Crooks, N. A., Santos, J. D., Telan, P., Milevsky, A. (2005) Patterns of social support in the middle childhood to early adolescent transition: Implications for adjustment. Social Development 14 (3), 398–420. https://doi.org/10.1111/j.1467-9507.2005.00308.x
Google Scholar

Levy Martin, J. (2009) Social structures. Princeton, NJ: Princeton University Press.
Google Scholar

Li, D. (2011) Scaffolding in the second language learning of target forms in peer interaction. Chinese Journal of Applied Linguistics 34 (4), 107–126.
Google Scholar

Li, S. T., Albert, A. B., and Dwelle, D. G. (2014) Parental and peer support as predictors of depression and self-esteem among college students. Journal of College Student Development 55 (2), 120–138. https://doi.org/10.1353/csd.2014.0015
Google Scholar

MacIntyre, P. D., Baker, S. C., Clément, R., and Conrod, S. (2001) Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition 23 (03), 369–388. https://doi.org/null
Google Scholar

Malecki, C. K., and Demary, M. (2002) Measuring perceived social support: Development of the child and adolescent social support scale (CASSS). Psychology in the Schools 39 (1), 1–18. https://doi.org/10.1002/pits.10004
Google Scholar

Marchand, G., and Skinner, E. A. (2007) Motivational dynamics of children’s academic help-seeking and concealment. Journal of Educational Psychology 99 (1), 65–82. https://doi.org/10.1037/0022-0663.99.1.65
Google Scholar

Melrose, K. L., Brown, G. D. A., and Wood, A. M. (2015) When is received social support related to perceived support and well-being? When it is needed. Personality and Individual Differences 77, 97–105. https://doi.org/10.1016/j.paid.2014.12.047
Google Scholar

Mompoint-Gaillard, P. (2011) Toward a community of practice: Supporting the collaborative work. In J. Huber and P. Mompoint-Gaillard (eds), Teacher education for change The theory behind the Council of Europe Pestalozzi Programme (pp. 81–88). Strasbourg: Conseil de l’Europe.
Google Scholar

Murberg, T. A., and Bru, E. (2009) The relationships between negative life events, perceived support in the school environment and depressive symptoms among Norwegian senior high school students: A prospective study. Social Psychology of Education 12 (3), 361–370. https://doi.org/10.1007/s11218-008-9083-x
Google Scholar

Nguyen, K., Stanley, N., Stanley, L., and Wang, Y. (2015) Resilience in language learners and the relationship to storytelling. Cogent Education 2 (1), 1–16. https://doi.org/10.1080/2331186X.2014.991160
Google Scholar

Nickerson, A. B., and Nagle, R. J. (2005) Parent and peer attachment in late childhood and early adolescence. The Journal of Early Adolescence 25 (2), 223–249. https://doi.org/10.1177/0272431604274174
Google Scholar

Olusiji, L. (2016) Parents, teachers and peers effects on college students’ motivational intensity to learn English. Language in India 16 (4), 61–80.
Google Scholar

Ozbay, F., Johnson, D. C., Dimoulas, E., Morgan, C. A., Charney, D., and Southwick, S. (2007) Social support and resilience to stress. Psychiatry 4(5), 35–40.
Google Scholar

Parke, R. D., Buriel, R., and de Haan, M. (2007) Socialization in the family: Ethnic and ecological perspectives. In N. Eisenberg (ed.), Handbook of Child Psychology (pp. 95–138). Hoboken, NJ, USA: John Wiley and Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0201
Google Scholar

Piechurska-Kuciel, E. (2005) Good teacher qualities from the perspective of a secondary school student learning a foreign language. Orbis Linguarum 29, 317–328.
Google Scholar

Piechurska-Kuciel, E. (2008) Language anxiety in secondary grammar school students. Opole: Opole University Press.
Google Scholar

Piechurska-Kuciel, E. (2011) Perceived teacher support and language anxiety in Polish secondary school EFL learners. Studies in Second Language Learning and Teaching 1 (1), 211–223.
Google Scholar

Piechurska-Kuciel, E. (2013) Forms of social support and foreign language attainment: The mediating effect of gender. In D. Gabryś-Barker, E. Piechurska-Kuciel, and J. Zybert (eds), Investigations in teaching and learning languages (pp. 133–148). Berlin/Heidelberg: Springer.
Google Scholar

Piechurska-Kuciel, E. (2016) Polish adolescents’ perceptions of English and their desire to learn It. In D. Gałajda, P. Zakrajewski, and M. Pawlak (eds), Researching Second Language Learning and Teaching from a Psycholinguistic Perspective (pp. 37–52). Berlin/Heidelberg: Springer. https://doi.org/10.1007/978-3-319-31954-4_4
Google Scholar

Rahimi, A., Bigdeli, A., and Rouhollah. (2014) Iranian EFL Learners at Loggerheads with Perceived Social Support. Research in English Language Pedagogy 2 (1), 31–38.
Google Scholar

Reblin, M., and Uchino, B. N. (2008) Social and emotional support and its implication for health. Current Opinion in Psychiatry 21 (2), 201–205. https://doi.org/10.1097/YCO.0b013e3282f3ad89
Google Scholar

Roeser, R. W., Eccles, J. S., and Sameroff, A. J. (2000) School as a context of early adolescents’ academic and social-emotional development: A summary of research findings. The Elementary School Journal 100 (5), 443–471.
Google Scholar

Rosenfeld, L. B., Richman, J. M., and Bowen, G. L. (2000) Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal 17 (3), 205–226. https://doi.org/10.1023/A:1007535930286
Google Scholar

Seiffge-Krenke, I., Persike, M., Karaman, N. G., Cok, F., Herrera, D., Rohail, I., Hyeyoun, H. (2013) Stress with parents and peers: How adolescents from six nations cope with relationship stress. Journal of Research on Adolescence 23 (1), 103–117.
Google Scholar

Shaw, B. A., Krause, N., Chatters, L. M., Connell, C. M., and Ingersoll-Dayton, B. (2004) Emotional support from parents early in life, aging, and health. Psychology and Aging 19 (1), 4–12. https://doi.org/10.1037/0882-7974.19.1.4
Google Scholar

Softa, V. (2016). Relationship between the socio-education factors to English language learning in Albania high schools and pupil’s final grades in English course. EJLS European Journal of Language and Literature Studies 6 (1), 19–25.
Google Scholar

Steptoe, A., Dockray, S., and Wardle, J. (2009) Positive affect and psychobiological processes relevant to health. Journal of Personality 77 (6), 1747–1776. https://doi.org/10.1111/j.1467-6494.2009.00599.x
Google Scholar

Suldo, S. M., Shaunessy, E., and Hardesty, R. (2008) Relationships among stress, coping, and mental health in high-achieving high school students. Psychology in the Schools 45 (4), 273–290. https://doi.org/10.1002/pits.20300
Google Scholar

Tang, Y. (2009) Social support of elderly caregivers. International Journal of Business and Management 3 (8), 81.
Google Scholar

Tardy, C. H. (1985) Social support measurement. American Journal of Community Psychology 13 (2), 187–202. https://doi.org/10.1007/BF00905728
Google Scholar

Taylor, F. (2013) Self and identity in adolescent foreign language learning. Multilingual Matters.
Google Scholar

Topor, D. R., Keane, S. P., Shelton, T. L., and Calkins, S. D. (2010) Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention and Intervention in the Community 38 (3), 183–197. https://doi.org/10.1080/10852352.2010.486297
Google Scholar

Torres, J. B., and Solberg, V. S. (2001) Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of Vocational Behavior 59 (1), 53–63. https://doi.org/10.1006/jvbe.2000.1785
Google Scholar

Turner, G. (1999) Peer support and young people’s health. Journal of Adolescence 22 (4), 567–572. https://doi.org/10.1006/jado.1999.0249
Google Scholar

Urdan, T., and Schoenfelder, E. (2006) Classroom effects on student motivation. Journal of School Psychology 44 (5), 331–349. https://doi.org/10.1016/j.jsp.2006.04.003
Google Scholar

Ushioda, E. (2009) A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei and E. Ushioda (eds), Motivation, language identity and the L2 self (pp. 215–228). Bristol, U.K. ; Buffalo, N.Y.: Multilingual Matters. Retrieved from http://webcat.warwick.ac.uk/record=b2252937~S1
Google Scholar

Vatankhah, M., and Tanbakooei, N. (2014) The role of social support on intrinsic and extrinsic motivation among Iranian EFL learners. Procedia - Social and Behavioral Sciences 98, 1912–1918. https://doi.org/10.1016/j.sbspro.2014.03.622
Google Scholar

Vedder, P., Boekaerts, M., and Seegers, G. (2005) Perceived social support and well being in school: The role of students’ ethnicity. Journal of Youth and Adolescence 34 (3), 269–278. https://doi.org/10.1007/s10964-005-4313-4
Google Scholar

Weihua, F., and Williams, C. M. (2010) The effects of parental involvement on students? academic self-efficacy, engagement and intrinsic motivation. Educational Psychology 30 (1), 53–74. https://doi.org/10.1080/01443410903353302
Google Scholar

Wentzel, Kathryn R. (1998) Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology 90(2), 202–209.
Google Scholar

Wentzel, Kathryn R., Battle, A., Russell, S. L., and Looney, L. B. (2010) Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35 (3) 193–202. https://doi.org/10.1016/j.cedpsych.2010.03.002
Google Scholar

Wong, R. M. H. (2007) Motivation and English attainment: A comparative study of Hong Kong students with different cultural backgrounds. Asia Pacific Education Researcher 17 (1), 45–60.
Google Scholar

Yashima, T., Zenuk-Nishide, L., and Shimizu, K. (2004) The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning 54 (1), 119–152.
Google Scholar