Research graph
References from How do classroom environment and grit influence foreign language academic achievement: the mediating roles of foreign language anxiety and boredom. Local targets link to admitted publications; unresolved targets remain external evidence.
New wine in new bottles? L2 grit in comparison to domain-general grit, conscientiousness, and cognitive ability as a predictor of language learning
10.1080/01434632.2023.2294120 · 2025 · External reference
An empirical investigation into teacher-student interactional silence in college translation classroom
10.26855/er.2025.05.010 · 2025 · External reference
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
10.1016/j.system.2024.103339 · 2024 · External reference
How the effects of foreign language enjoyment, anxiety, boredom and peace of mind on attitude/motivation change with skill level, academic achievement and age: a moderated mediation model
10.1111/ijal.12749 · 2025 · External reference
Sources and effects of foreign language enjoyment, anxiety, and boredom: a structural equation modelling approach
10.1017/s0272263122000328 · External reference
A three-body problem: the effects of foreign language anxiety, enjoyment, and boredom on academic achievement
10.1017/s0267190523000016 · External reference
Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning
10.1111/ijal.12607 · 2025 · External reference
EFL learners’ foreign language learning anxiety and language performance: a meta-analysis study
10.33200/ijcer.908048 · 2021 · External reference
Unresolved reference
2006 · External reference
Grit: perseverance and passion for long term goals
10.1037/0022-3514.92.6.1087 · 2007 · External reference
Exploring factors affecting foreign language achievement: the role of growth mindset, self-efficacy, and L2 grit
10.1177/13621688241227603 · 2026 · External reference
Development of an instrument for assessing classroom psychosocial environment at universities and colleges
10.1080/03075078612331378451 · 1986 · External reference
Unresolved reference
2002 · External reference
University students’ academic grit and academic achievements predicted by subjective well-being, coping resources, and self-cultivation characteristics
10.1111/hequ.12455 · 2024 · External reference
Foreign language classroom anxiety
10.1111/j.1540-4781.1986.tb05256.x · 1986 · External reference
Unresolved reference
1995 · External reference
Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives
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Foreign language anxiety and achievement: a study of primary school students learning English in China
10.1177/13621688211032332 · 2024 · External reference
The relationship between boredom and second language achievement: a multilevel meta-analysis
10.1017/s0272263125000142 · 2025 · External reference
How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
10.1016/j.system.2019.02.017 · 2019 · External reference
Trait emotional intelligence and foreign language performance: associations with academic self-efficacy and foreign language anxiety
10.3389/feduc.2024.1419328 · 2024 · External reference
A closer look at grit and language mindset as predictors of foreign language achievement
10.1017/s0272263120000480 · 2021 · External reference
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate
10.1080/01434632.2020.1746319 · 2022 · External reference
How classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students
10.52598/jpll/3/2/6 · 2021 · External reference
Foreign language learning boredom: conceptualization and measurement
10.1515/applirev-2020-0124 · 2023 · External reference
Boredom and achievement in L2 learning: a meta-analysis
10.1515/applirev-2024-0266 · 2025 · External reference
The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety
10.1016/j.system.2020.102393 · 2021 · External reference
Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: how do they contribute to L2 achievement?
10.1017/s0272263122000031 · 2023 · External reference
Foreign language anxiety, enjoyment, and boredom among Chinese secondary students: a control-value theory approach
10.1057/s41599-024-03049-7 · 2024 · External reference
Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
10.1515/iral-2022-0196 · 2024 · External reference
English classroom anxiety, learning style and English achievement in Chinese university EFL students
10.3390/su151813697 · 2023 · External reference
Exploring the relationship between students’ language learning curiosity and academic achievement: the mediating role of foreign language anxiety
10.3390/bs15081133 · 2025 · External reference
Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: an explanatory mixed-method study
10.1017/s0958344023000204 · 2024 · External reference
Interplay among classroom environment, grit, and enjoyment in shaping feedback-seeking behavior in L2 writing
10.3390/bs15050584 · 2025 · External reference
Is anxiety always harmful? An exploration of the impact of language anxiety on EFL learning motivation, EFL competence and EFL academic performance
10.1186/s40359-025-03017-z · 2025 · External reference
A mixed-methods approach to the psychological predictors of boredom in second language learning: mindfulness, grit, and self-regulation
10.3389/fpsyg.2025.1609330 · 2025 · External reference
Exploring urban-rural differences in foreign language enjoyment, anxiety, boredom, and burnout among Chinese secondary students
10.1080/01434632.2023.2298691 · 2025 · External reference
Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals
10.3389/fpsyg.2024.1353360 · 2024 · External reference
Unresolved reference
1999 · External reference
10.1007/978-3-319-13120-7
10.1007/978-3-319-13120-7 · 2015 · External reference
Systematic review of classroom climate and its influence on English language achievement
10.31893/multirev.2025134 · 2025 · External reference
Classroom climate and absenteeism: modeling English achievement mediated by engagement
10.11591/ijere.v14i6.35795 · 2025 · External reference
Foreign language anxiety and its impact on English achievement: a study of gender variations in EFL learners
10.29408/veles.v9i1.28279 · 2025 · External reference
Revalidation of the L2-grit scale: a conceptual replication of Teimouri, Y., Plonsky, L.,& Tabandeh, F. (2022). L2 grit: passion and perseverance for second-language learning
10.1017/s0261444822000544 · 2024 · External reference
How anxiety affect English achievement?: a correlational study of Indonesian EFL learners
10.53682/eclue.v10i2.5540 · 2022 · External reference
Boredom in online English language classes: mediating variables and coping strategies
10.1177/13621688211064944 · 2025 · External reference
Investigating factors responsible for boredom in English classes: the case of advanced learners
10.1016/j.system.2020.102259 · 2020 · External reference
Examining the underlying structure of after-class boredom experienced by English majors
10.1016/j.system.2022.102769 · 2022 · 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
Achievement goals and discrete achievement emotions: a theoretical model and prospective test
10.1037/0022-0663.98.3.583 · 2006 · External reference
Academic emotions in students’ self-regulated learning and achievement: a program of qualitative and quantitative research
10.1207/s15326985ep3702_4 · 2002 · External reference
A three-dimensional taxonomy of achievement emotions
10.1037/pspp0000448 · 2023 · External reference
Willingness to communicate in English: a model in the Chinese EFL classroom context
10.1111/j.1467-9922.2010.00576.x · 2010 · External reference
Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures
10.23668/psycharchives.12784 · 2003 · External reference
Measuring grit: a German validation and a domain-specific approach to grit
10.1027/1015-5759/a000407 · 2019 · External reference
Reporting structural equation modeling and confirmatory factor analysis results: a review
10.3200/joer.99.6.323-338 · 2006 · External reference
Unresolved reference
1996 · External reference
Boredom in online foreign language classrooms: antecedents and solutions from students’ perspective
10.1080/01434632.2023.2178442 · 2025 · External reference
Second language anxiety and achievement: a meta-analysis
10.1017/s0272263118000311 · 2019 · External reference
L2 grit: passion and perseverance for second language learning
10.1177/1362168820921895 · 2022 · External reference
Buoyancy and engagement in online English learning: the mediating roles and complex interactions of anxiety, enjoyment, and boredom
10.1016/j.system.2024.103418 · 2024 · External reference
The relationship between academic boredom and EFL achievement: examining the mediating role of behavioral engagement
10.54475/jlt.2023.002 · 2023 · External reference
Exploring the effect of language-related academic emotions on foreign language achievement: a systematic review and meta analysis
10.32996/ijels.2024.6.2.7 · 2024 · External reference
Unresolved reference
2018 · External reference
The merit of grit and emotions in L2 Chinese online language achievement: a case of Arabian students
10.1080/14790718.2023.2202403 · 2024 · External reference
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: a structural equation modelling analysis
10.1016/j.system.2023.102979 · 2023 · External reference
How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety
10.1186/s40468-018-0065-4 · 2018 · External reference
The correlations between perceived classroom environment, foreign language learning boredom and EFL achievement: a full mediation model
10.1515/cjal-2023-0407 · 2023 · External reference
