Classroom social environment and positive emotions in Chinese EFL learning: A chain mediation study

Abstract

Positive emotions serve as a crucial indicator of both well-being and success in second language learning. This study developed a theoretical model to illustrate how classroom social environment, achievement goals and control-value appraisals collectively influence positive emotions, specifically enjoyment and relief, within a Chinese EFL context. A total of 2049 Chinese university students participated in a questionnaire survey. The findings indicated that classroom social environment, mastery-approach goal, and performance-approach goal significantly and positively influenced EFL learners' positive emotions, whereas the performance-avoidance goal had a negative impact. Results also showed that mastery-approach goal and control-value appraisals mediated the relationships between classroom social environment and positive emotions, involving three mediating paths: the mediation of mastery-approach goal, the mediation of control-value appraisals, and the chain mediation of both mastery-approach goal and control-value appraisals. These results elucidated the impact and cognitive mechanisms of classroom social environment on positive emotions among EFL learners, contributing to expanding research on the antecedents of foreign language emotions. Theoretical and practical implications for future research and language education are also presented.