Research graph
References from From motivation to communicative readiness in blended CSL: academic emotions and academic self-efficacy as theory-specified indirect pathways. Local targets link to admitted publications; unresolved targets remain external evidence.
Unresolved reference
1997 · External reference
Beyond technology: the dominance of affective factors in explaining speaking ability among Chinese learners using an online platform
10.3389/fpsyg.2026.1802635 · 2026 · External reference
The AEQ-S: a short version of the achievement emotions questionnaire
10.1016/j.cedpsych.2020.101940 · 2021 · External reference
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The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
10.14746/ssllt.2014.4.2.5 · 2014 · External reference
A meta-analysis of L2 willingness to communicate and its three high-evidence correlates
10.1007/s10936-019-09656-9 · 2019 · External reference
The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions
10.1037/0003-066x.56.3.218 · 2001 · External reference
Dimensional specificity of foreign language enjoyment in mediating AI-assisted informal digital learning and L2 willingness to communicate: evidence from Chinese university learners
10.3389/fpsyg.2026.1817760 · 2026 · External reference
Unresolved reference
2019 · External reference
Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives
10.1080/10705519909540118 · 1999 · External reference
Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts
10.1016/j.system.2019.03.002 · 2019 · External reference
Examining the interplay of grit, classroom emotions, and willingness to communicate among Chinese as a second language learners: a structural equation modeling approach
10.3138/rtcfl-2024-0006 · 2025 · External reference
The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course
10.3389/fpsyg.2024.1357936 · 2024 · External reference
Willingness to communicate, social support, and language-learning orientations of immersion students
10.1017/s0272263101003035 · 2001 · External reference
Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation
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Investigating the dynamic nature of L2 willingness to communicate
10.1016/j.system.2015.02.001 · 2015 · External reference
The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · 2006 · External reference
Control-value theory: from achievement emotion to a general theory of human emotions
10.1007/s10648-024-09909-7 · 2024 · External reference
Measuring emotions in students' learning and performance: the achievement emotions questionnaire
10.1016/j.cedpsych.2010.10.002 · 2011 · External reference
A three-dimensional taxonomy of achievement emotions
10.1037/pspp0000448 · 2023 · External reference
Unresolved reference
1991 · External reference
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
10.3758/brm.40.3.879 · 2008 · External reference
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10.1521/978.14625/28806 · 2017 · External reference
How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
10.1007/s12144-023-04479-3 · 2024 · External reference
Modeling speaking performance in young learners of Chinese as a heritage language: the interplay of L2 grit, motivational intensity, and willingness to communicate
10.1016/j.system.2024.103490 · 2024 · External reference
Drivers of willingness to communicate with generative AI: the roles of self-efficacy, grit, speaking enjoyment, and anxiety from a self-determination theory perspective
10.3389/fpsyg.2026.1754495 · 2026 · External reference
The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education
10.1177/0013164492052004025 · 1992 · External reference
Predictors of second language willingness to communicate among US undergraduate students: classroom social climate, emotions, and language mindset
10.1177/13621688241237214 · 2024 · External reference
Effects of motivational interventions on EFL learners' willingness to communicate, self-confidence, and anxiety: an experimental study
10.1177/13621688251367858 · 2025 · External reference
Predicting the achievement emotions of elementary and middle school students in online learning based on control-value theory
10.3389/fpsyg.2025.1601052 · 2025 · External reference
Enhancing Chinese students' willingness to communicate in EMI classrooms: do learning motivation and academic self-efficacy matter?
10.1016/j.lmot.2024.101997 · 2024 · External reference
To talk or not to talk: a review of situational antecedents of willingness to communicate in the second language classroom
10.1016/j.system.2018.01.003 · 2018 · External reference
Metacognitive strategies and willingness to communicate in L2 learning: a mediation model of self-efficacy and intrinsic motivation
10.1177/21582440251340830 · 2025 · External reference
Unpacking the emotional experiences of learners in a blended learning context
10.3389/fpsyg.2022.879696 · 2022 · External reference
Analyzing EFL learners' demotivating factors in blended learning context
10.3389/fpsyg.2023.1290034 · 2023 · External reference
