ArticleBMC psychology2026
The impact of teacher-student relationship quality on achievement emotions in English as a foreign language within a Confucian heritage cultural context: an examination of the mediating roles of cognitive appraisals.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAchievement emotions are central to learning and linked to academic outcomes and well-being. While control-value theory (CVT) research has emphasized cognitive appraisals and classroom climate, social-contextual influences such as teacher-student relationship quality (TSRQ) remain underexamined, particularly in English as a Foreign Language (EFL) education within Confucian heritage cultural contexts.
methodsGuided by CVT, this study tested a model linking TSRQ to achievement via control and value appraisals. Survey data were collected from 1103 Chinese college EFL learners from March to May 2025, during the 2024–2025 academic year (Mage = 19.47; SD = 0.74; 71.0% female). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were conducted, controlling for gender, age, and home educational resources.
resultsTSRQ was positively associated with enjoyment and negatively associated with boredom and anxiety. Control and value appraisals fully mediated the TSRQ-anxiety association and partially mediated the TSRQ-enjoyment and TSRQ-boredom associations. Female students reported more positive and fewer negative emotions than males; age was negatively associated with control appraisals and positively associated with anxiety; and greater home resources were associated with higher perceived TSRQ, higher enjoyment, and lower anxiety and boredom.
conclusionThe findings underscore the importance of TSRQ in EFL learners’ achievement emotions and suggest that its associations with emotions operate partly through control and value appraisals, informing relational and appraisal-focuses practices in EFL education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.