Classroom Environment,L2 Grit,and English Learning Achievement:The Mediating Effects of Academic Emotions
Drawing on the Three Pillars of positive psychology,this study explored the predictive roles of classroom environment and second language(L2)grit on students'English learning achievement,and the mediating effects of academic emotions(i.e.,L2 enjoyment,anxiety,and boredom).Data were collected through a survey of 267 Chinese Grade-9 English learners and analyzed using structural equation modeling.The results show that classroom environment and L2 grit had no direct predictive effects on English learning achievement,but indirectly predicted achievement through the aforementioned emotions.Specifically,enjoyment showed a positive mediating effect,and anxiety and boredom showed negative mediating effects.The findings provide empirical evidence for a better understanding of the relationships between the Three Pillars and offer practical implications for fostering students'positive English classroom experiences and enhancing their learning outcomes.
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