Engagement Mediates the Relationship Between Emotion and Achievement of Chinese EFL Learners

Enhao Feng

55 citations0/0 files storedFrontiers in Psychology

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness Second Language Acquisition and Learning

Abstract

Since the coming of Positive Psychology in the field of second language acquisition (SLA), the significance of emotion, especially positive emotion, has been well recognized by researchers. Educational research has indicated that both emotion and engagement play fundamental roles in learning process and psychological wellbeing, but research on their relationship is scant in SLA. The present study contributed to the development of Positive Psychology in SLA by investigating the relationships between achievement emotions, behavioral engagement, and self-reported English achievements. 633 students from four senior high schools in China participated in the study. Data collected through questionnaires revealed: (1) Participants reported a medium to high level of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), and behavioral engagement; females had a higher level of FLE and behavioral engagement than males; the participants reported more anxiety and less enjoyment than western samples; (2) significant correlations were found between FLE, FLCA, behavioral engagement, and self-reported achievement; (3) significant mediating effects of behavioral engagement were found between both achievement emotions and self-reported achievement, and the mediating effect of engagement was stronger between FLCA and self-reported achievement. The findings extended the nomological network of achievement emotions, developed our insights into the complex relationships between emotions, learner engagement and language achievement, and revealed the mediating effects of behavioral engagement. Finally, directions for future study and implications for foreign language educators were provided.

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References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 2001The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.2004School Engagement: Potential of the Concept, State of the Evidence 1998What Good Are Positive Emotions?1986Foreign Language Classroom Anxiety 2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice 2011Flourish: a visionary new understanding of happiness and well-being 2008Visible Learning

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