Directional or reciprocal? A random intercept cross-lagged panel analysis of the relationships between emotions, motivation, willingness to communicate, and L2 achievement

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-02-01 DOI:10.1016/j.lindif.2025.102638

Jian-E Peng , Peter D. MacIntyre

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引用次数: 0

Abstract

Despite the plethora of research on willingness to communicate (WTC) in a second language (L2), its role in L2 achievement remains unclear. Previous studies have predominantly relied on cross-sectional data that cannot establish causal relationships. This study employed the random intercept cross-lagged model (RI-CLPM) to explore the relationships between enjoyment, anxiety, autonomous motivation, WTC, and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when controlling for gender, reciprocal relationships existed among anxiety, enjoyment, and WTC. While achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC at Time 1 indirectly influenced achievement at Time 3 via anxiety at Time 2. Gender significantly predicted the intercepts for motivation and achievement.

Educational relevance and implications statement

This study explored possible reciprocal relationships between second language (L2) learners' anxiety, enjoyment, autonomous motivation, willingness to communicate (WTC), and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when the effects of gender were controlled, reciprocal relationships existed among anxiety, enjoyment, and WTC. Achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, but these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC exerted indirect effects on achievement. This study provided solid evidence for positioning enjoyment as a situated antecedent of WTC and vindicated the reciprocal relationships between anxiety, enjoyment, and WTC. The findings may inform teachers of the importance of reducing anxiety, fostering enjoyment, and boosting students' autonomous motivation in promoting senior high school students' WTC.

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方向性还是互惠性？对情感、动机、交流意愿和 L2 成绩之间关系的随机截距交叉滞后面板分析

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).