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Family Socioeconomic Status and Foreign Language Emotions: Moderation of Teacher-Student Relationships

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Title: Family Socioeconomic Status and Foreign Language Emotions: Moderation of Teacher-Student Relationships
Language: English
Authors: Lihong Ma (ORCID 0000-0002-3603-3301), Leifeng Xiao, Ning Liu, Jian Liu
Source: Language Teaching Research. 2026 30(6):3163-3184.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Socioeconomic Status, Teacher Student Relationship, Emotional Response, Second Language Learning, Grade 8, Anxiety, Burnout, Affective Behavior, Foreign Countries, English (Second Language)
Geographic Terms: China
DOI: 10.1177/13621688231217026
ISSN: 1362-1688
1477-0954
Abstract: Family context has been found to influence achievement emotions, but the factors that might moderate this association remain relatively unexplored. To address this gap, this research examined the moderation of teacher-student relationships (TSR) in the link between family socioeconomic status (SES) and emotions in foreign language (FL) learning drawing on control-value theory of achievement emotions and attachment theory. The research involved 4,155 eighth-grade students from China, who completed scales reporting their SES, FL enjoyment, FL anxiety, and FL burnout. The moderating effect model demonstrated that TSR played a moderating role in the relationship between SES and negative emotions in FL learning such as anxiety and burnout. However, no significant moderation was observed between SES and FL enjoyment. Specifically, a warm TSR was found to alleviate the negative impact of low SES on negative emotions in FL learning, such as anxiety and burnout. Conversely, TSR did not demonstrate the capacity to enhance the positive emotions associated with FL learning, such as enjoyment, among students from higher SES backgrounds. This research suggests the necessity to intervene with low SES students, with the aim of fostering supportive TSR and ultimately alleviating negative emotions in FL learning.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1510163
Database: ERIC
FullText Text:
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  Data: Family Socioeconomic Status and Foreign Language Emotions: Moderation of Teacher-Student Relationships
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  Data: <searchLink fieldCode="AR" term="%22Lihong+Ma%22">Lihong Ma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3603-3301">0000-0002-3603-3301</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leifeng+Xiao%22">Leifeng Xiao</searchLink><br /><searchLink fieldCode="AR" term="%22Ning+Liu%22">Ning Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Jian+Liu%22">Jian Liu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(6):3163-3184.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 22
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Burnout%22">Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/13621688231217026
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: Family context has been found to influence achievement emotions, but the factors that might moderate this association remain relatively unexplored. To address this gap, this research examined the moderation of teacher-student relationships (TSR) in the link between family socioeconomic status (SES) and emotions in foreign language (FL) learning drawing on control-value theory of achievement emotions and attachment theory. The research involved 4,155 eighth-grade students from China, who completed scales reporting their SES, FL enjoyment, FL anxiety, and FL burnout. The moderating effect model demonstrated that TSR played a moderating role in the relationship between SES and negative emotions in FL learning such as anxiety and burnout. However, no significant moderation was observed between SES and FL enjoyment. Specifically, a warm TSR was found to alleviate the negative impact of low SES on negative emotions in FL learning, such as anxiety and burnout. Conversely, TSR did not demonstrate the capacity to enhance the positive emotions associated with FL learning, such as enjoyment, among students from higher SES backgrounds. This research suggests the necessity to intervene with low SES students, with the aim of fostering supportive TSR and ultimately alleviating negative emotions in FL learning.
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  Data: 20260101
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        Value: 10.1177/13621688231217026
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        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Emotional Response
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Grade 8
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      – SubjectFull: Anxiety
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      – SubjectFull: Foreign Countries
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      – SubjectFull: English (Second Language)
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      – SubjectFull: China
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