A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies
PDF

Keywords

network approach
L2 burnout
negative emotions
maldaptive emotion regulation strategies

How to Cite

Wang, Y., Wang, N., & Shen, B. (2024). A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.35845

Number of views: 112


Number of downloads: 95

Abstract

Despite the growing recognition of the impact of affective factors on second/foreign language (L2) learning, there remains a paucity of knowledge regarding academic burnout in L2 learning. Moreover, the intricate interplay between L2 burnout, maladaptive emotion regulation strategies, and negative L2 emotions remains inadequately explored. Given the increasing acknowledgment of network analysis as an advanced and appropriate method for unraveling the complex relationships among psychological constructs in applied linguistics, the current study aimed to investigate the network structure of burnout, maladaptive emotion regulation strategies, and negative emotions among 841 Chinese undergraduates who were learning English as a foreign language (EFL). The results of the network analysis revealed that shame, emotional exhaustion, and avoidance emerged as the most central nodes within negative emotions, burnout, and maladaptive emotion regulation strategies, respectively; shame, emotional exhaustion, and avoidance were also the most powerful bridging nodes linking the aforementioned three constructs. Notably, the robust bridging association between emotional exhaustion and anxiety was observed. Overall, Chinese EFL students may experience high levels of burnout and negative emotions and apply counter-productive regulation strategies in English learning, but these reactions are intertwined rather than independent of each other. Students who are overwhelmed by anxiety and shame are more prone to burnout symptoms, while those dominated by anger are more likely to vent it out. Theoretical and pedagogical implications are discussed.

https://doi.org/10.14746/ssllt.35845
PDF

References

Abraham, R. (2000). Organizational cynicism: Bases and consequences. Genetic, Social, and General Psychology Monographs, 126(3), 269-292.

Afzali, M. H., Sunderland, M., Batterham, P. J., Carragher, N., Calear, A., & Slade, T. (2017). Network approach to the symptom-level association between alcohol use disorder and posttraumatic stress disorder. Social Psychiatry and Psychiatric Epidemiology, 52(3), 329-339. DOI: https://doi.org/10.1007/s00127-016-1331-3

Alavi, S. A., & Abbasnia, S. (2014). Motivation and motivation-related factors and their relationship with burnout and engagement: A study of Iranian EFL learners. International Journal of Research Studies in Language Learning, 3(5), 107-120. DOI: https://doi.org/10.5861/ijrsll.2014.681

Andreychik, M. R. J. P., & Differences, I. (2019). Feeling your joy helps me to bear feeling your pain: Examining associations between empathy for others’ positive versus negative emotions and burnout. Personality and Individual Differences, 137, 147-156. DOI: https://doi.org/10.1016/j.paid.2018.08.028

Azar, F. P., Oskoee, P. A., Ghaffarifar, S., Vahed, N., & Shamekhi, S. (2020). Association between academic motivation and burnout in dental students at the Tabriz University of Medical Sciences: A longitudinal study. Research and Development in Medical Education, 9(1), 14-14. DOI: https://doi.org/10.34172/rdme.2020.014

Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2002). Validation of the Maslach Burnout Inventory-General Survey: An internet study. Anxiety, Stress & Coping, 15(3), 245-260. DOI: https://doi.org/10.1080/1061580021000020716

Bai, B., Shen, B., & Mei, H. (2020). Hong Kong primary students self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level. Studies in Educational Evaluation, 65, 100839. DOI: https://doi.org/10.1016/j.stueduc.2020.100839

Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511-528. DOI: https://doi.org/10.1007/s10212-012-0126-5

Bielak, J., & Mystkowska-Wiertelak, A. (2020). Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology. System, 90, 102208. DOI: https://doi.org/10.1016/j.system.2020.102208

Blanchard, M. A., & Heeren, A. (2020). Why we should move from reductionism and embrace a network approach to parental burnout. New Directions for Child and Adolescent Development, 174, 159-168. DOI: https://doi.org/10.1002/cad.20377

Boden, M. T., & Berenbaum, H. (2011). What you are feeling and why: Two distinct types of emotional clarity. Personality and Individual Differences, 51, 652-656. DOI: https://doi.org/10.1016/j.paid.2011.06.009

Boden, M. T., Irons, J. G., Feldner, M. T., Bujarski, S., & Bonn-Miller, M. O. (2015). An investigation of relations among quality of life and individual facets of emotional awareness and mindfulness. Mindfulness, 6, 700-707. DOI: https://doi.org/10.1007/s12671-014-0308-0

Borsboom, D., & Cramer, A. O. (2013). Network analysis: An integrative approach to the structure of psychopathology. Annual Review of Clinical Psychology, 9, 91-121. DOI: https://doi.org/10.1146/annurev-clinpsy-050212-185608

Boudreau, C., MacIntyre, P., & Dewaele, J.-M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), 149-170. DOI: https://doi.org/10.14746/ssllt.2018.8.1.7

Burić, I., Sorić, I., & Penezić, Z. (2016). Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ). Personality and Individual Differences, 96, 138-147. DOI: https://doi.org/10.1016/j.paid.2016.02.074

Burr, J., & Beck Dallaghan, G. L. (2019). The relationship of emotions and burnout to medical students’ academic performance. Teaching and Learning in Medicine, 31(5), 479-486. DOI: https://doi.org/10.1080/10401334.2019.1613237

Bushman, B. J. (2002). Does venting anger feed or extinguish the flame? Catharsis, rumination, distraction, anger, and aggressive responding. Personality and Social Psychology Bulletin, 28(6), 724-731. DOI: https://doi.org/10.1177/0146167202289002

Campos, J. A. D. B., Zucoloto, M. L., Bonafé, F. S. S., Jordani, P. C., & Maroco, J. (2011). Reliability and validity of self-reported burnout in college students: A cross randomized comparison of paper-and-pencil vs. online administration. Computers in Human Behavior, 27(5), 1875-1883. DOI: https://doi.org/10.1016/j.chb.2011.04.011

Chen, Z., & Goh, C. (2011). Teaching oral English in higher education: Challenges to EFL teachers. Teaching in Higher Education, 16(3), 333-345. DOI: https://doi.org/10.1080/13562517.2010.546527

Chen,Q., & Klenowski, V. (2009). Assessment and curriculum reform in China: The college English test and tertiary English as a foreign language education. In P. Jeffery (Ed.), Proceedings of the Australian Association for Research in Education 2008 International Education Research Conference (pp. 1-13). Australian Association for Research in Education.

Clark-Gareca, B., & Gui, M. (2019). Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: Cross-cultural similarities and differences. Language and Intercultural Communication, 19(2), 137-151. DOI: https://doi.org/10.1080/14708477.2018.1456546

Dalebroux, A., Goldstein, T. R., & Winner, E. (2008). Short-term mood repair through art-making: Positive emotion is more effective than venting. Motivation and Emotion, 32(4), 288-295. DOI: https://doi.org/10.1007/s11031-008-9105-1

Davis, E. L., Levine, L. J., Lench, H. C., & Quas, J. A. J. E. (2010). Metacognitive emotion regulation: Children’s awareness that changing thoughts and goals can alleviate negative emotions. Emotion, 10(4), 498-510. DOI: https://doi.org/10.1037/a0018428

Demerouti, E., Bakker, A. B., De Jonge, J., Janssen, P. P., & Schaufeli, W. B. (2001). Burnout and engagement at work as a function of demands and control. Scandinavian Journal of Work, Environment & Health, 27, 279-286. DOI: https://doi.org/10.5271/sjweh.615

Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512. DOI: https://doi.org/10.1037//0021-9010.86.3.499

Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556. DOI: https://doi.org/10.1016/j.system.2021.102556

Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2022). Activity-induced boredom in online EFL classes. ELT Journal, 76(1), 58-68. DOI: https://doi.org/10.1093/elt/ccab072

Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34-49.

Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274. DOI: https://doi.org/10.14746/ssllt.2014.4.2.5

Dunn, L. B., Iglewicz, A., & Moutier, C. (2008). A conceptual model of medical student well-being: Promoting resilience and preventing burnout. Academic Psychiatry, 32(1), 44-53. DOI: https://doi.org/10.1176/appi.ap.32.1.44

Epskamp, S., Cramer, A. O., Waldorp, L. J., Schmittmann, V. D., & Borsboom, D. (2012). Qgraph: Network visualizations of relationships in psychometric data. Journal of Statistical Software, 48(4), 1-18. DOI: https://doi.org/10.18637/jss.v048.i04

Epskamp, S., Borsboom, D., & Fried, E. I. (2018). Estimating psychological networks and their accuracy: A tutorial paper. Behavior Research Methods, 50, 195-212. DOI: https://doi.org/10.3758/s13428-017-0862-1

Epskamp, S., & Fried, E. I. (2018). A tutorial on regularized partial correlation networks. Psychological Methods, 23(4), 617-634. DOI: https://doi.org/10.1037/met0000167

Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353. DOI: https://doi.org/10.1037/1528-3542.7.2.336

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. DOI: https://doi.org/10.1037//0003-066X.56.3.218

Fredrickson, B. L., & Joiner, T. (2018). Reflections on positive emotions and upward spirals. Perspectives on Psychological Science, 13(2), 194-199. DOI: https://doi.org/10.1177/1745691617692106

Freeborn, L., Andringa, S., Lunansky, G., & Rispens, J. (2022). Network analysis for modeling complex systems in SLA research. Studies in Second Language Acquisition, 1-32. DOI: https://doi.org/10.1017/S0272263122000407

Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30(1), 159-165. DOI: https://doi.org/10.1111/j.1540-4560.1974.tb00706.x

Friedman, J., Hastie, T., & Tibshirani, R. (2008). Sparse inverse covariance estimation with the graphical lasso. Biostatistics, 9(3), 432-441. DOI: https://doi.org/10.1093/biostatistics/kxm045

Fung, H. (1999). Becoming a moral child: The socialization of shame among young Chinese children. Ethos, 27(2), 180-209. DOI: https://doi.org/10.1525/eth.1999.27.2.180

Ghanizadeh, A., & Jahedizadeh, S. (2015). Demotivators, burnout and language achievement in an Iranian EFL context. Journal of Teaching Language Skills, 34(3), 61-85.

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. DOI: https://doi.org/10.1037//1089-2680.2.3.271

Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39, 281-291. DOI: https://doi.org/10.1017/S0048577201393198

Guan, B., & Jepsen, D. M. (2020). Burnout from emotion regulation at work: The moderating role of gratitude. Personality and Individual Differences, 156, 109703. DOI: https://doi.org/10.1016/j.paid.2019.109703

Guyon, H., Falissard, B., & Kop, J. (2017). Modeling psychological attributes in psychology – an epistemological discussion: Network analysis vs. latent variables. Frontiers in Psychology, 8, 00798. DOI: https://doi.org/10.3389/fpsyg.2017.00798

Halbesleben, J. R., Neveu, J. P., Paustian-Underdahl, S. C., & Westman, M. (2014). Getting to the “COR” understanding the role of resources in conservation of resources theory. Journal of Management, 40(5), 1334-1364. DOI: https://doi.org/10.1177/0149206314527130

Hilpert, J. C., & Marchand, G. C. (2018). Complex systems research in educational psychology: Aligning theory and method. Educational Psychologist, 53, 185-202. DOI: https://doi.org/10.1080/00461520.2018.1469411

Hiver, P., & Al-Hoorie, A. H. (2020). Reexamining the role of vision in second language motivation: A preregistered conceptual replication of You, Dörnyei, and Csizér (2016). Language Learning, 70, 48-102. DOI: https://doi.org/10.1111/lang.12371

Hiver, P., Al-Hoorie, A. H., & Evans, R. (2022). Complex dynamic systems theory in language learning: A scoping review of 25 years of research. Studies in Second Language Acquisition, 44, 913-941. DOI: https://doi.org/10.1017/S0272263121000553

Ho, D. (1976). On the concept of face. American Journal of Sociology, 81(4), 867-884. DOI: https://doi.org/10.1086/226145

Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513-524. DOI: https://doi.org/10.1037//0003-066X.44.3.513

Hu, Q., & Schaufeli, W. B. (2009). The factorial validity of the Maslach burnout inventory: Student survey in China. Psychological Reports, 105(2), 394-408. DOI: https://doi.org/10.2466/PR0.105.2.394-408

Jahedizadeh, S., Ghanizadeh, A., & Ghapanchi, Z. (2015). A cross-contextual analysis of EFL students’ burnout with respect to their gender and educational level. International Journal of English and Education, 4(3), 10-22.

Jahedizadeh, S., Ghanizadeh, A., & Ghonsooly, B. (2016). The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1-17. DOI: https://doi.org/10.1186/s40862-016-0021-8

Jones, P. J., Heeren, A., & McNally, R. J. (2017). Commentary: A network theory of mental disorders. Frontiers in Psychology, 8, 1305. DOI: https://doi.org/10.3389/fpsyg.2017.01305

Karimi, M. N., & Fallah, N. (2021). Academic burnout, shame, intrinsic motivation and teacher affective support among Iranian EFL learners: A structural equation modeling approach. Current Psychology, 40(4), 2026-2037. DOI: https://doi.org/10.1007/s12144-019-0138-2

Kim, B., Lee, M., Kim, K., Choi, H., & Lee, S. M. (2015). Longitudinal analysis of academic burnout in Korean middle school students. Stress and Health, 31(4), 281-289. DOI: https://doi.org/10.1002/smi.2553

Lauritzen, S. L. (1996). Graphical models (Vol. 17). Clarendon Press. DOI: https://doi.org/10.1093/oso/9780198522195.001.0001

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.

Lee, M., Lee, K. J., Lee, S. M., & Cho, S. (2020). From emotional exhaustion to cynicism in academic burnout among Korean high school students: Focusing on the mediation effects of hatred of academic work. Stress and Health, 36(3), 376-383. DOI: https://doi.org/10.1002/smi.2936

Leiter, M. P., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of Organizational Behavior, 9(4), 297-308. DOI: https://doi.org/10.1002/job.4030090402

Li, C. (2021). A control-value theory approach to boredom in English classes among university students in China. Modern Language Journal, 105(1), 317-334. DOI: https://doi.org/10.1111/modl.12693

Li, C., & Xu, J. (2019). Trait emotional intelligence and classroom emotions: A positive psychology investigation and intervention among Chinese EFL learners. Frontiers in Psychology, 10, 2453. DOI: https://doi.org/10.3389/fpsyg.2019.02453

Li, C., Zhang, L. J., & Jiang, G. (2021). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 1-15. DOI: https://doi.org/10.1080/01434632.2021.1931246

Liu, C., He, J., Ding, C., Fan, X., Hwang, G.-J., & Zhang, Y. (2021). Self-oriented learning perfectionism and English learning burnout among EFL learners using mobile applications: The mediating roles of English learning anxiety and grit. Learning and Individual Differences, 88, 102011. DOI: https://doi.org/10.1016/j.lindif.2021.102011

Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387-405. DOI: https://doi.org/10.1007/s10648-020-09533-1

Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach Burnout Inventory. In C. P. Zalaquett & R. J. Wood (Eds.), Evaluating stress: A book of resources (pp. 191-218). Scarecrow Press Inc.

Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114. DOI: https://doi.org/10.1207/S15326985EP3702_5

Ng, W., & Diener, E. (2009). Personality differences in emotions: Does emotion regulation play a role? Journal of Individual Differences, 30(2), 100-106. DOI: https://doi.org/10.1027/1614-0001.30.2.100

Olatunji, B. O., Lohr, J. M., & Bushman, B. J. (2007). The pseudopsychology of venting in the treatment of anger: Implications and alternatives for mental health practice. In T. A. Cavell & K. T. Malcolm (Eds.), Anger, aggression and interventions for interpersonal violence (pp. 119-141). Lawrence Erlbaum. DOI: https://doi.org/10.4324/9781003417989-7

Pala, A. (2012). The burnout level among faculty of education students at Celal Bayar University. Procedia-Social and Behavioral Sciences, 69, 1766-1774. DOI: https://doi.org/10.1016/j.sbspro.2012.12.126

Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 91, 102259. DOI: https://doi.org/10.1016/j.system.2020.102259

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. DOI: https://doi.org/10.1016/j.cedpsych.2010.10.002

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. DOI: https://doi.org/10.1207/S15326985EP3702_4

Putwain, D., Sander, P., & Larkin, D. (2013). Academic self‐efficacy in study‐related skills and behaviours: Relations with learning‐related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650. DOI: https://doi.org/10.1111/j.2044-8279.2012.02084.x

Robinaugh, D. J., Millner, A. J., & McNally, R. J. (2016). Identifying highly influential nodes in the complicated grief network. Journal of Abnormal Psychology, 125(6), 747-757. DOI: https://doi.org/10.1037/abn0000181

Rose, D., Horne, S., Rose, J. L., & Hastings, R. P. (2004). Negative emotional reactions to challenging behaviour and staff burnout: Two replication studies. Journal of Applied Research in Intellectual Disabilities, 17(3), 219-223. DOI: https://doi.org/10.1111/j.1468-3148.2004.00194.x

Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross‐sectional and longitudinal study. Language Learning, 68(3), 709-743. DOI: https://doi.org/10.1111/lang.12297

Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. DOI: https://doi.org/10.1023/A:1015630930326

Seibert, G. S., Bauer, K. N., May, R. W., & Fincham, F. D. (2017). Emotion regulation and academic underperformance: The role of school burnout. Learning and Individual Differences, 60, 1-9. DOI: https://doi.org/10.1016/j.lindif.2017.10.001

Seidler, A., Thinschmidt, M., Deckert, S., Then, F., Hegewald, J., Nieu-wenhuijsen, K., & Riedel-Heller, S. G. (2014). The role of psychosocial working conditions on burnout and its core component emotional exhaustion: A systematic review. Journal of Occupational Medicine and Toxicology, 9(1), 1-13. DOI: https://doi.org/10.1186/1745-6673-9-10

Shao, K., Yu, W., & Ji, Z. (2013). An exploration of Chinese EFL students’ emotional intelligence and foreign language anxiety. Modern Language Journal, 97(4), 917-929. DOI: https://doi.org/10.1111/j.1540-4781.2013.12042.x

Shih, S.-S. (2015). An investigation into academic burnout among Taiwanese adolescents from the self-determination theory perspective. Social Psychology of Education, 18(1), 201-219. DOI: https://doi.org/10.1007/s11218-013-9214-x

Shin, H., Park, Y. M., Ying, J. Y., Kim, B., Noh, H., & Lee, S. M. (2014). Relationships between coping strategies and burnout symptoms: A meta-analytic approach. Professional Psychology: Research and Practice, 45(1), 44-56. DOI: https://doi.org/10.1037/a0035220

Snow, R. E., Corno, L., & Jackson, D. (1996). Individual differences in affective and conative functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 243-310). Simon & Schuster Macmillan.

Solhi, M., Derakhshan, A., & Ünsal, B. (2023). Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach. Journal of Multilingual and Multicultural Development, 1-20. DOI: https://doi.org/10.1080/01434632.2023.2175834

Stoeber, J., Childs, J. H., Hayward, J. A., & Feast, A. R. (2011). Passion and motivation for studying: Predicting academic engagement and burnout in university students. Educational Psychology, 31(4), 513-528. DOI: https://doi.org/10.1080/01443410.2011.570251

Szczygiel, D. D., & Mikolajczak, M. (2018). Emotional intelligence buffers the effects of negative emotions on job burnout in nursing. Frontiers in Psychology, 9, 2649. DOI: https://doi.org/10.3389/fpsyg.2018.02649

Verkuilen, J., Bianchi, R., Schonfeld, I. S., & Laurent, E. (2020). Burnout–depression overlap: Exploratory structural equation modeling bifactor analysis and network analysis. Assessment, 28(6), 1583-1600. DOI: https://doi.org/10.1177/1073191120911095

Vinter, K., Aus, K., & Arro, G. (2020). Adolescent girls’ and boys’ academic burnout and its associations with cognitive emotion regulation strategies. Educational Psychology, 41(8), 1061-1077. DOI: https://doi.org/10.1080/01443410.2020.1855631

Vizoso, C., Arias-Gundín, O., & Rodríguez, C. (2019). Exploring coping and optimism as predictors of academic burnout and performance among university students. Educational Psychology, 39(6), 768-783. DOI: https://doi.org/10.1080/01443410.2018.1545996

von Känel, R., Princip, M., Holzgang, S. A., Fuchs, W. J., van Nuffel, M., Pazhen-kottil, A. P., & Spiller, T. R. (2020). Relationship between job burnout and somatic diseases: a network analysis. Scientific Reports, 10(1), 1-6. DOI: https://doi.org/10.1038/s41598-020-75611-7

Wang, M.-T., Chow, A., Hofkens, T., & Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57-65. DOI: https://doi.org/10.1016/j.learninstruc.2014.11.004

Wang, X. (2009). Second language theories and their influences on EFL in China. English Language Teaching, 2(4), 149-153. DOI: https://doi.org/10.5539/elt.v2n4p149

Wang, Y., Shen, B., & Yu, X. (2021). A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency. System, 103, 102633. DOI: https://doi.org/10.1016/j.system.2021.102633

White, C. J. (2018). The emotional turn in applied linguistics and TESOL: Significance, challenges and prospects. Emotions in Second Language Teaching. DOI: https://doi.org/10.1007/978-3-319-75438-3_2

Wu, W., Wang, Y., & Huang, R. (2023). Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout. System, 117, 103096. DOI: https://doi.org/10.1016/j.system.2023.103096

Xu, J., & Wang, Y. (2024). The impact of academic buoyancy and emotions on university students’ self-regulated learning strategies in L2 writing classrooms. Reading and Writing, 37(1), 49-67. DOI: https://doi.org/10.1007/s11145-023-10411-9

Yu, X., Wang, Y., & Liu, F. (2022). Language learning motivation and burnout among English as a foreign language undergraduates: The moderating role of maladaptive emotion regulation strategies. Frontiers in Psychology, 13, 808118. DOI: https://doi.org/10.3389/fpsyg.2022.808118

Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta‐analysis. Modern Language Journal, 103(4), 763-781. DOI: https://doi.org/10.1111/modl.12590

Zhen, R., Liu, R.-D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216. DOI: https://doi.org/10.1016/j.lindif.2017.01.017