Liu Honggang, Li Tong, Zheng Hongying, Li Yang, Fan Jiqun
School of Foreign Languages, Soochow University, Suzhou 215006, China.
Suzhou Pingjiang Middle School, Suzhou 215021, China.
Behav Sci (Basel). 2025 Aug 20;15(8):1133. doi: 10.3390/bs15081133.
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.
好奇心和焦虑是影响语言学习的关键情感因素；然而，现有研究往往忽视了它们的综合影响以及它们塑造学业成绩的机制。本研究旨在探讨初中生语言学习好奇心、外语焦虑与学业成绩之间的关系。来自中国东南部的870名学生参与了本研究，其中7名学生接受了半结构化访谈。定量数据通过SPSS和AMOS进行结构方程建模分析，而定性数据则在NVivo中使用主题分析进行检查，以识别基于概况的模式。研究结果显示，学生在英语学习中表现出相对较高的好奇心和适度的焦虑。与我们的假设一致，好奇心对学业成绩有正向预测作用，而焦虑则有负向影响。外语焦虑在好奇心与学业表现之间起部分中介作用。定性数据支持了这些发现，表明好奇心在实际学习情境中促进了参与并减轻了焦虑。这些发现支持了学业情绪的控制 - 价值理论，并为语言教育中的情绪调节提供了理论和实践意义。
