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Peter D. MacIntyre

Peter D. MacIntyre

D-Index & Metrics

Psychology

D-Index
73
Citations
44011
World Ranking
1916
National Ranking
103

Overview

Peter D. MacIntyre is affiliated with Cape Breton University in Canada and has established a research profile primarily focused on psychology, arts and humanities, and social sciences. Their scholarly contributions span multiple subfields, including language and linguistics, social psychology, clinical psychology, education, and developmental and educational psychology.

Their research centers on topics such as EFL/ESL teaching and learning, emotional intelligence and performance, language, discourse, and communication strategies, second language learning and teaching, multilingual education and policy, resilience and mental health, and grit, self-efficacy, and motivation.

Among their recent papers are:

  • Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions, 2020, System
  • Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC, 2021, Language Teaching Research

Frequent co-authors collaborating with Peter D. MacIntyre include:

  • Alastair Henry
  • Tammy Gregersen
  • Jean-Marc Dewaele
  • Sarah Mercer
  • Gholam Hassan Khajavy

Peter D. MacIntyre's work appears frequently in established publication venues such as:

  • Journal of Multilingual and Multicultural Development (6 publications)
  • Studies in Second Language Learning and Teaching (4 publications)
  • System (3 publications)
  • Language Teaching Research (3 publications)
  • Applied Linguistics (2 publications)

They have also contributed to book publications with several titles distributed by Multilingual Matters eBooks and Channel View Publications eBooks. Notable books include:

  • Willingness to Communicate, Multilingualism and Interactions in Community Contexts (2023)
  • Contemporary language motivation theory: 60 years since Gardner and Lambert (1959) (2020)

This profile highlights a scholarly focus on the psychological dimensions of language learning and communication, with applied interests in educational contexts and multilingual settings. Their research output demonstrates engagement with both empirical studies and theoretical contributions across related disciplines.

Best Publications

  • Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation

    Peter D. Macintyre;Zoltán Dörnyei;Richard Clément;Kimberly A. Noels

  • The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language

    Peter D. MacIntyre;R. C. Gardner

  • Anxiety and Second‐Language Learning: Toward a Theoretical Clarification*

    P. D. MacIntyre;R. C. Gardner

  • A student's contributions to second-language learning. Part II: Affective variables

    R. C. Gardner;P. D. MacIntyre

  • A student's contributions to second language learning. Part I: Cognitive variables

    R. C. Gardner;P. D. MacIntyre

  • The two faces of Janus? Anxiety and enjoyment in the foreign language classroom

    Jean-Marc Dewaele;Peter D. MacIntyre

  • Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature*

    Peter D. MacIntyre;Robert C. Gardner

  • Personality, attitudes, and affect as predictors of second language communication.

    Peter D. MacIntyre;Catherine Charos

  • On the Measurement of Affective Variables in Second Language Learning

    Robert C. Gardner;Peter D. MacIntyre

  • Biases in self-ratings of second language proficiency : The role of language anxiety

    Peter D. MacIntyre;Kimberly A. Noels;Richard Clément

  • Language Anxiety: Its Relationship to Other Anxieties and to Processing in Native and Second Languages*

    Peter D. MacIntyre;R. C. Gardner

  • How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow

    Peter D. Macintyre

  • An Instrumental Motivation In Language Study: Who Says It Isn't Effective?

    R. C. Gardner;P. D. MacIntyre

  • WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, AND LANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS

    Peter D. MacIntyre;Susan C. Baker;Richard Clément;Sarah Conrod

  • Sex and Age Effects on Willingness to Communicate, Anxiety, PerCeived Competence, and L2 Motivation Among Junior High School French Immersion Students

    Peter D. MacIntyre;Susan C. Baker;Richard Clément;Leslie A. Donovan

  • Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions

    Peter D. MacIntyre;Tammy Gregersen;Sarah Mercer

  • Emotions that facilitate language learning: The positive-broadening power of the imagination

    Peter MacIntyre;Tammy Gregersen

  • The Role of Gender and Immersion in Communication and Second Language Orientations

    Susan C. Baker;Peter D. MacIntyre

  • Willingness to Communicate in a Second Language: The Effects of Context, Norms, and Vitality

    Richard Clément;Susan C. Baker;Peter D. MacIntyre

  • Investigating Language Class Anxiety Using the Focused Essay Technique

    Peter D. Macintyre;R. C. Gardner

Frequent Co-Authors

Richard Clément
Richard Clément University of Ottawa
Robert C. Gardner
Robert C. Gardner University of Western Ontario
Kimberly A. Noels
Kimberly A. Noels University of Alberta
Richard N. Lalonde
Richard N. Lalonde York University

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