ArticleFrontiers in psychology2022
Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Role of higher education system in promoting law abiding behavior among students.Frontiers in psychology · 2022Pooled it
- Classroom interaction and second language grit as predictors of college English achievement: the mediating role of learners' foreign language emotions.Frontiers in psychology · 2026Article
- L2 growth mindset in AI-mediated language learning: effects of perceived usability and presence of generative AI chatbots.Frontiers in psychology · 2025Article
- Emotional intelligence and holistic student development: an assessment of psychological and social efficacy in vocational university English education.Frontiers in psychology · 2025Article
- Impact of the internet on English language learning among university students: mediating role of academic self-efficacy.Frontiers in psychology · 2023Article
- Associations of Psychological Capital, Coping Style and Emotional Intelligence with Self-Rated Health Status of College Students in China During COVID-19 Pandemic.Psychology research and behavior management · 2022Article
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3 authors.
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Abstract
The current study aimed to investigate the impact of foreign language classroom anxiety (FLCA) on academic success through mediating role of emotional intelligence communication (EIC) and moderating role of class room environment. Due to the disruptive impacts of the COVID-19 pandemic, teaching and learning were moved online nation-wide. The convenient sampling technique was used, for data collection from Chinese university students. There was a total of 615 students that participated in the survey and data gathered in 5 months from November 2021 till March 2022. Covariance-based structural equation modeling (CB-SEM) in SPSS V.25 and AMOS V.22 was used to assess model fitness and hypotheses, as well as construct reliability and validity of the measurement model. The results revealed that FLCA is negatively and significantly influence students' academic success. Furthermore, EIC as a mediator significantly and positively mediates the relationship between FLCA and academic success. The current study shows that emotional intelligence has the ability to reduce students' foreign language anxiety and so improve their language skills. Lastly, classroom environment positively and significantly moderates the relationship between FLCA and emotional intelligence communication.
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