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Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment

The current study aimed to investigate the impact of foreign language classroom anxiety (FLCA) on academic success through mediating role of emotional intelligence communication (EIC) and moderating role of class room environment. Due to the disruptive impacts of the COVID-19 pandemic, teaching and...

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Autores principales: Han, Siyuan, Li, Yiman, Haider, Syed Arslan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9309225/
https://www.ncbi.nlm.nih.gov/pubmed/35898975
http://dx.doi.org/10.3389/fpsyg.2022.945062
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author Han, Siyuan
Li, Yiman
Haider, Syed Arslan
author_facet Han, Siyuan
Li, Yiman
Haider, Syed Arslan
author_sort Han, Siyuan
collection PubMed
description The current study aimed to investigate the impact of foreign language classroom anxiety (FLCA) on academic success through mediating role of emotional intelligence communication (EIC) and moderating role of class room environment. Due to the disruptive impacts of the COVID-19 pandemic, teaching and learning were moved online nation-wide. The convenient sampling technique was used, for data collection from Chinese university students. There was a total of 615 students that participated in the survey and data gathered in 5 months from November 2021 till March 2022. Covariance-based structural equation modeling (CB-SEM) in SPSS V.25 and AMOS V.22 was used to assess model fitness and hypotheses, as well as construct reliability and validity of the measurement model. The results revealed that FLCA is negatively and significantly influence students’ academic success. Furthermore, EIC as a mediator significantly and positively mediates the relationship between FLCA and academic success. The current study shows that emotional intelligence has the ability to reduce students’ foreign language anxiety and so improve their language skills. Lastly, classroom environment positively and significantly moderates the relationship between FLCA and emotional intelligence communication.
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spelling pubmed-93092252022-07-26 Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment Han, Siyuan Li, Yiman Haider, Syed Arslan Front Psychol Psychology The current study aimed to investigate the impact of foreign language classroom anxiety (FLCA) on academic success through mediating role of emotional intelligence communication (EIC) and moderating role of class room environment. Due to the disruptive impacts of the COVID-19 pandemic, teaching and learning were moved online nation-wide. The convenient sampling technique was used, for data collection from Chinese university students. There was a total of 615 students that participated in the survey and data gathered in 5 months from November 2021 till March 2022. Covariance-based structural equation modeling (CB-SEM) in SPSS V.25 and AMOS V.22 was used to assess model fitness and hypotheses, as well as construct reliability and validity of the measurement model. The results revealed that FLCA is negatively and significantly influence students’ academic success. Furthermore, EIC as a mediator significantly and positively mediates the relationship between FLCA and academic success. The current study shows that emotional intelligence has the ability to reduce students’ foreign language anxiety and so improve their language skills. Lastly, classroom environment positively and significantly moderates the relationship between FLCA and emotional intelligence communication. Frontiers Media S.A. 2022-07-08 /pmc/articles/PMC9309225/ /pubmed/35898975 http://dx.doi.org/10.3389/fpsyg.2022.945062 Text en Copyright © 2022 Han, Li and Haider. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Han, Siyuan
Li, Yiman
Haider, Syed Arslan
Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment
title Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment
title_full Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment
title_fullStr Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment
title_full_unstemmed Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment
title_short Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment
title_sort impact of foreign language classroom anxiety on higher education students academic success: mediating role of emotional intelligence and moderating influence of classroom environment
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9309225/
https://www.ncbi.nlm.nih.gov/pubmed/35898975
http://dx.doi.org/10.3389/fpsyg.2022.945062
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