This chapter addresses psychological individual differences that are upmost importance for second language teachers. It answers teachers’ everyday questions such as Why do some students never speak? and Why do some students give up so easily? The chapter begins by explaining some key information to understand learner psychology (e.g., trait-like vs. state-like) and argues that some psychological constructs are susceptible to instruction but some are not. The chapter then discusses multiple individual differences including L2 motivation, willingness to communicate, foreign language anxiety and enjoyment, metacognition, self-regulated learning, mindset, interaction mindset, and learner beliefs. Throughout the chapter, pedagogical recommendations for maximizing learner psychology for second language learning are shared. In addition to learner psychology, the chapter discusses teacher psychology (e.g., teacher cognition) and how it influences the success of second language teaching.

In solitude, as with any human experience, choice is an important driver. We know that humans, in general, like having some decision-making capability, or at least the perception of it. Positive time spent in solitude stems from the desire to be with ourselves, and we talk about how to exercise choice to be more comfortable and stronger in solitude. Simply wanting to avoid other people does not unlock its benefits and opportunities. The fact that you choose to devote your morning walk, drive to work, or shower time to solitude is what matters in building an enduring practice of everyday solitude. In this chapter, we also consider involuntary solitude, like prisoners in solitary confinement and pandemic lockdowns. This chapter also looks at what it means to have a "preference for solitude," the importance of understanding motivation in why we’re choosing time alone, and what it means to have the right framing and expectations for solitude.

The authors will consider the reasons for writing papers, their mindset, and then are given an outline of the whole process involved from setting out to the final publishing of an article. This is an overview given a simply as possible to the whole task ahead of them.

Chaapter 5 covers the impact of experience and past behavior on attitude and behavior change. In addition to experience, the influence of past behavior can be due to biased scanning, cognitive dissonance, and self-perception. Biased scanning entails forming attitudes on the basis of thoughts about specific information associated with the behavior. Cognitive dissonance entails a conflict between one’s attitude and one’s behavior and can lead to changing the attitude to resolve the inconsistency. Self-perception theory entails inferring one’s attitude from a past behavior that is salient at the time. These processes and supporting researach are described.

Chapter 2 examines how to position equity and trust at the heart of relationships, communication and respect for one another. It introduces the imperative to develop emotional literacy as a primary basis for positive management outcomes. The chapter explains how to use concepts from positive education – that is, the application of successful insights from psychology to education – in order to support more equitable inclusion for individual, multicultural, and Indigenous students and student groups. The chapter imparts management strategies for student engagement designed to integrate instruction and inclusive management. It reminds readers about the impact of communication, whether it be verbal or non-verbal, and how essential communication is for building a reciprocal and mutually respectful learning environment that results in fewer management issues.