Can Teacher Support Alleviate Academic Anxiety in Chinese as a Foreign Language Learners? The Chain Mediating Role of Self-Efficacy and Academic Emotions.

Xinying Lyu, Xiaojun Yin, Yuchen Yang

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Xinying LyuCollege of International Education, China University of Petroleum-Beijing, Beijing 102249, China.ORCID 0009-0002-8857-9792

Xiaojun YinCollege of International Chinese Studies, Beijing Language and Culture University, Beijing 100083, China.

Yuchen YangCollege of International Chinese Studies, Beijing Language and Culture University, Beijing 100083, China.

Funding

General Project of the "14th Five-Year" Scientific Research Plan of the State Language Commission No. YB145-155the 2025 Higher Education Scientific Research Planning Project of the China Association of Higher Education No. 25WL0303the Science Foundation of China University of Petroleum, Beijing No. 2462025YJRC018

6 · The paper itself

Abstract

Academic anxiety is a negative emotional state experienced by learners of Chinese as a foreign language (CFL) during their Chinese language learning process. To explore the mediating mechanisms of positive and negative emotions and academic self-efficacy between teacher support and academic anxiety, a questionnaire survey was conducted among 1047 CFL learners, and a structural equation model was established to test the mediating effects. The study found that teacher support helps alleviate academic anxiety among CFL learners; teacher support exerts a certain inhibitory effect on learners' academic anxiety. However, teacher support does not directly reduce academic anxiety but indirectly influences it through the independent mediating roles of self-efficacy and academic emotions, as well as through the chain mediating effect of both. Based on these findings, the paper provides recommendations for maintaining positive emotions, enhancing self-efficacy, implementing tailored teacher support, and constructing comprehensive motivational mechanisms for CFL learners.

Indexed as

academic anxietyacademic emotionsself-efficacyteacher support

Identifiers

PMID42073928

DOI10.3390/bs16040565

PMCPMC13114031

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

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.