Unpacking the Relationship among Task Engagement, Achievement Emotions and Emotion Regulation among EFL Learners: A Network Analysis.
In this study, drawing on an integrated understanding of the process model of emotion regulation (Gross, 2015) and the control-value theory (Pekrun, 2006), and informed by principles from the complex dynamic systems theory, we used a network analysis to examine the relationships between task engagem...
| Publicado en: | Perceptual & Motor Skills Vol. 132; no. 5; pp. 944 - 969 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Oct2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187749291&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187749291 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00315125 PSK jtl: Perceptual & Motor Skills issn: 00315125 maglogo: Y pubinfo: dt: Oct2025 vid: 132 iid: 5 pid: 344 pub: Sage Publications Inc. artinfo: ui: 187749291 10.1177/00315125251325588 ppf: 944 ppct: 25 formats: tig: atl: Unpacking the Relationship among Task Engagement, Achievement Emotions and Emotion Regulation among EFL Learners: A Network Analysis. aug: au: Jiang, Anne Li Sun, Ke Liang, Junjian Jin, Yidan Zhang, Suju affil: School of International Studies, Northeast Normal University, Changchun, China School of Foreign Languages and Cultures, Jilin University, Changchun, China su: United States Task performance Anxiety Academic achievement College students Emotion regulation Questionnaires Judgment sampling English as a foreign language Data analysis software sug: subj: Task performance Anxiety Academic achievement College students United States Language Schools Emotion regulation Questionnaires Judgment sampling English as a foreign language Data analysis software keyword: achievement emotions EFL learners emotion regulation network analysis task engagement achievement emotions EFL learners emotion regulation network analysis task engagement ab: In this study, drawing on an integrated understanding of the process model of emotion regulation (Gross, 2015) and the control-value theory (Pekrun, 2006), and informed by principles from the complex dynamic systems theory, we used a network analysis to examine the relationships between task engagement, achievement emotions (i.e., enjoyment, boredom and anxiety), and emotion regulation of 348 Chinese college students in English-as-a-foreign language (EFL) classes. We found a relatively strong connection between these constructs, with cognitive appraisal, enjoyment, and emotional engagement being the most central nodes within connections to task engagement, achievement emotions, and emotion regulation, respectively. Notably, strong peripheral relationships emerged between enjoyment and all facets of task engagement, all of which were positively associated with cognitive reappraisal but negatively with boredom. Expressive suppression was positively linked only with boredom and anxiety, whereas cognitive reappraisal was positively associated with social engagement. We found no direct association between task engagement and anxiety or emotion suppression. Collectively, these findings provide novel insights into the emotional underpinnings of students' task engagement in EFL contexts. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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