ArticleBehavioral sciences (Basel, Switzerland)2025
Exploring the Relationship Between Students' Language Learning Curiosity and Academic Achievement: The Mediating Role of Foreign Language Anxiety.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- How do classroom environment and grit influence foreign language academic achievement: the mediating roles of foreign language anxiety and boredom.Frontiers in psychology · 2026Article
- Uncovering the Relationship Between Buoyancy and Academic Achievement in Language Learning: The Multiple Mediating Roles of Burnout and Engagement.Behavioral sciences (Basel, Switzerland) · 2025Article
- The influence of parental educational involvement on learning engagement among first-year college students: the mediating effects of academic self-efficacy and professional identity.Frontiers in psychology · 2025Article
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5 authors.
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Abstract
Curiosity and anxiety are critical emotional factors influencing language learning; yet, existing studies often overlook their combined effects and the mechanisms through which they shape academic achievements. This study aimed to explore the relationships among language learning curiosity, foreign language anxiety, and academic achievement among junior high school students. A total of 870 students from southeastern China, including 7 selected for semi-structured interviews, participated in the study. Quantitative data were analyzed through SPSS and AMOS with structural equation modeling, while qualitative data were examined using thematic analysis in NVivo to identify profile-based patterns. The findings revealed that students showed relatively high curiosity and moderate anxiety in English language learning. Consistent with our hypotheses, curiosity positively predicted academic achievement, while anxiety had a negative effect. Foreign language anxiety partially mediated the relationship between curiosity and academic performance. Qualitative data supported these findings, showing that curiosity fostered engagement and reduced anxiety in real learning contexts. These findings support the control-value theory of academic emotions and offer theoretical and practical implications for emotional regulation in language education.
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