Family Socioeconomic Status and Foreign Language Emotions: Moderation of Teacher-Student Relationships
Saved in:
| Title: | Family Socioeconomic Status and Foreign Language Emotions: Moderation of Teacher-Student Relationships |
|---|---|
| Language: | English |
| Authors: | Lihong Ma (ORCID |
| 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 |
| 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. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231217026 |
