The effect of positive orientation and perceived social support on foreign language classroom anxietyYin Xing Jin, Jean‐Marc Dewaele2018-03-15articleSystem133 citationsclosedNo readable copy stored yet — this record is metadata only.EFL/ESL Teaching and LearningEducation, Achievement, and GiftednessCommunication in Education and HealthcareAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 133 citations exist upstream.References2000Positive psychology: An introduction.2000Positive psychology: An introduction.1994Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test.1986Foreign Language Classroom Anxiety1992The development of markers for the Big-Five factor structure.2004Psychometric Properties of the HEXACO Personality Inventory2014The two faces of Janus? Anxiety and enjoyment in the foreign language classroom2015The Psychology of the Language Learner RevisitedCited by2023Unravelling students’ perceived EFL teacher support2023Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: The mediation of L2 grit2019A Comparative Study of Two Scales for Foreign Language Classroom Enjoyment2023Second language anxiety: Construct, effects, and sources2023The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset2020Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors2022Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment