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題名 Mediating Effects of Positive and Negative Emotions on the Relationship between English Proficiency, Classroom Learning Environment, and Motivated Behavior 作者 Chou, Mu-Hsuan 貢獻者 教育與心理研究 關鍵詞 classroom learning environment; positive emotions; negative emotions; motivated learning behavior; English proficiency 日期 2025-06 上傳時間 9-Sep-2025 13:17:46 (UTC+8) 摘要 Research Motivation and Objective: Emotions play a critical yet often underexamined role in language learning, particularly among young learners. In Taiwan’s English as a Foreign Language (EFL) context, learners’ emotional experiences and perceptions of the classroom environment can significantly shape their motivation and engagement. However, limited research has examined how individual (e.g., English proficiency) and situational (e.g., classroom environment) factors jointly influence positive and negative emotions, and how these, in turn, affect motivated learning behavior, especially in primary school settings. Drawing on the control-value theory and the L2 motivational self system, this study explores whether English proficiency and classroom learning environment predict primary school students’ motivated learning behavior and whether these relationships are mediated by positive (e.g., enjoyment, hope, pride) and negative (e.g., anger, anxiety, hopelessness) emotions. 關聯 教育與心理研究, 48(2), 73-106 資料類型 article DOI https://doi.org/10.53106/102498852025064802003 dc.contributor 教育與心理研究 dc.creator (作者) Chou, Mu-Hsuan dc.date (日期) 2025-06 dc.date.accessioned 9-Sep-2025 13:17:46 (UTC+8) - dc.date.available 9-Sep-2025 13:17:46 (UTC+8) - dc.date.issued (上傳時間) 9-Sep-2025 13:17:46 (UTC+8) - dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/159526 - dc.description.abstract (摘要) Research Motivation and Objective: Emotions play a critical yet often underexamined role in language learning, particularly among young learners. In Taiwan’s English as a Foreign Language (EFL) context, learners’ emotional experiences and perceptions of the classroom environment can significantly shape their motivation and engagement. However, limited research has examined how individual (e.g., English proficiency) and situational (e.g., classroom environment) factors jointly influence positive and negative emotions, and how these, in turn, affect motivated learning behavior, especially in primary school settings. Drawing on the control-value theory and the L2 motivational self system, this study explores whether English proficiency and classroom learning environment predict primary school students’ motivated learning behavior and whether these relationships are mediated by positive (e.g., enjoyment, hope, pride) and negative (e.g., anger, anxiety, hopelessness) emotions. dc.format.extent 1142347 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) 教育與心理研究, 48(2), 73-106 dc.subject (關鍵詞) classroom learning environment; positive emotions; negative emotions; motivated learning behavior; English proficiency dc.title (題名) Mediating Effects of Positive and Negative Emotions on the Relationship between English Proficiency, Classroom Learning Environment, and Motivated Behavior dc.type (資料類型) article dc.identifier.doi (DOI) 10.53106/102498852025064802003 dc.doi.uri (DOI) https://doi.org/10.53106/102498852025064802003
