ArticleAustralian journal of psychology2024
Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China.
Article in Australian journal of psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Autonomy-supportive teaching, positive academic emotions, and agentic engagement in EFL contexts.BMC psychology · 2026Article
- A comparative analysis of traditional classroom and future classroom lab in mathematics education: exploring pre-service teachers' emotions and self-efficacy beliefs.Frontiers in psychology · 2026Article
- Multiple sources and student engagement in the smart classroom: the mediating role of foreign language enjoyment under control-value theory.Frontiers in psychology · 2026Article
- Effect of career calling on learning engagement among medical students: moderated chain mediation model.Frontiers in psychology · 2026Article
- An associative model of Chinese university teachers' personality traits and students' classroom engagement from the teacher's perspective: the mediating role of emotional regulation.Frontiers in psychology · 2026Article
- Understanding the role of preservice teachers' attachment in shaping core self-evaluations: the mediating effect of academic emotions in teacher education contexts.Frontiers in psychology · 2026Article
- Network analysis of comorbid depression and anxiety and their associations with academic engagement among medical students in the Post-Peak COVID-19 period in China.BMC psychology · 2025Article
- Good stress or bad stress? An empirical study on the impact of time pressure on doctoral students' innovative behavior.Frontiers in psychology · 2024Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: This study aims to fill in the gap by exploring the interrelationship among academic emotions, classroom engagement and self-efficacy in EFL learning among Chinese non-English majors in smart classrooms. Methods: A total of 409 non-English majors in their first year from a Chinese university completed the revised version of the academic emotions scale, classroom engagement scale and self-efficacy scale and their interrelationship has been analysed by Structural Equation Modelling. Results: Positive emotion significantly enhances classroom engagement, while negative emotion does not. Classroom engagement has a significant effect on promoting self-efficacy, which is influenced by both positive and negative emotions, with positive emotions having a greater impact. Specifically, classroom engagement mediates the relationship between positive emotion and self-efficacy, whereas it does not mediate between negative emotion and self-efficacy. Conclusion: Smart classrooms can stimulate students' positive academic emotions, increase their engagement in learning so as to enhance their self-efficacy.
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