Work

Achievement emotions: Their relationship with academic performance and learning styles in EFL learners

Year: 2025

Type: article

Abstract: This study examines the relationship of achievement emotions with academic performance and learning styles in English as a Foreign Language (EFL) learners, a largely unexplored area of research. Employing a quantitative research design, 300 participants from the Applied College at a public university completed an adapted version of the Achievement Emotions Questionnaire-Short (AEQ-S) by Bieleke et al. (2021). This instrument assessed emotional experiences across classroom-related, testing-related, and self-directed learning contexts. Kruskal-Wallis tests identified significant differences in emotional experiences between high and low achievers across the three contexts, with high achievers experiencing heightened positive emotions and low achievers, negative ones. ANOVA further demonstrated that learners' distinct learning styles significantly influenced experiences of achievement emotions with the exception of anxiety and relief, indicating that adaptation of instructional methods to learning styles can play a crucial role in shaping students’ emotional responses. These findings may offer insights for developing emotionally responsive pedagogical strategies, ultimately enhancing academic success among EFL students.

Source: Australian Journal of Applied Linguistics

DOI: 10.29140/ajal.v8n1.102451

Author: Eman Alzaanin

Institution: King Khalid University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: King Khalid University