Authors :
Yajun Wu; Xia Kang
Volume/Issue :
Volume 8 - 2023, Issue 4 - April
Google Scholar :
https://bit.ly/43uxUln
Scribd :
https://bit.ly/40naEmO
DOI :
https://doi.org/10.5281/zenodo.7848213
Abstract :
The control-value theory posits that negative
achievement emotions would have adverse effects on the
key indicators of school outcomes. Studies have
confirmed the negative correlation between academic
anxiety and academic achievement. However, studies on
the possible mediating effects of cognitive strategies
between academic anxiety and achievement are lacking.
The present study explored the relationship between
foreign language (FL) anxiety, elaboration strategies,
and FL achievement in a sample of 501 Chinese
adolescents (Mage = 13.67, SD = .62). Results of structural
equation modelling (SEM) and mediation analyses
demonstrated that elaboration strategies mediated the
relationship between FL anxiety and achievement after
controlling for gender and age. Furthermore, mediation
analyses found that FL anxiety had no direct effect on
FL achievement, indicating that elaboration strategies
fully mediated the relationship between FL anxiety and
achievement. Implications, limitations, and directions for
further studies are discussed.
Keywords :
FL Anxiety, Elaboration Strategies, FL Achievement, Mediation Mechanism, Chinese Adolescents.
The control-value theory posits that negative
achievement emotions would have adverse effects on the
key indicators of school outcomes. Studies have
confirmed the negative correlation between academic
anxiety and academic achievement. However, studies on
the possible mediating effects of cognitive strategies
between academic anxiety and achievement are lacking.
The present study explored the relationship between
foreign language (FL) anxiety, elaboration strategies,
and FL achievement in a sample of 501 Chinese
adolescents (Mage = 13.67, SD = .62). Results of structural
equation modelling (SEM) and mediation analyses
demonstrated that elaboration strategies mediated the
relationship between FL anxiety and achievement after
controlling for gender and age. Furthermore, mediation
analyses found that FL anxiety had no direct effect on
FL achievement, indicating that elaboration strategies
fully mediated the relationship between FL anxiety and
achievement. Implications, limitations, and directions for
further studies are discussed.
Keywords :
FL Anxiety, Elaboration Strategies, FL Achievement, Mediation Mechanism, Chinese Adolescents.
