Keywords
language
transmission
peer
classroom
mixed methods
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Abstract
Drawing on theories of interpersonal emotion transfer (Parkinson, 2020) and the control-value theory of achievement emotions (Pekrun, 2006), the present research employed a mixed-methods approach to examine how emotions are transmitted among peers in foreign language (FL) classrooms. We collected quantitative data from 308 freshmen using self-report questionnaires and qualitative data from 18 freshmen using semi-structured interviews. Results of structural equation modeling showed that students’ perceptions of peer FL enjoyment, anxiety, and boredom were positively related to their own corresponding emotions. Both control and value appraisals partially mediated the relations between perceived peer FL enjoyment and anxiety and students’ corresponding emotions. However, value appraisal was the only significant mediator of the relation between perceived peer FL boredom and student boredom. Interview findings further supported the operation of emotion contagion and social appraisal in FL peer emotion transmission. In addition, the qualitative data revealed that perceptions of peer FL emotions may also activate students’ discordant emotions as a result of social comparison processes. The interpretation of the findings is discussed along with future directions and pedagogical implications.
Funding
This study was supported by the National Social Science Fund of China (Grant number: 19BYY219), awarded to Anne Li Jiang, and ZheJiang Philos-ophy and Social Science Foundation (Grant Reference: 24NDJC006YB), awarded to Kaiqi Shao.
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Copyright (c) 2025 Kaiqi Shao, Anne Li Jiang, Gulsah Kutuk, Brian Parkinson
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