Kaiqi Shao
Biographic Data
| ID | 6479126 |
|---|---|
| NAME | Kaiqi Shao |
| GIVEN NAMES | Kaiqi |
| FAMILY NAME | Shao |
| SIGNATURE | SHAO K |
| AFFILIATIONS | School of Foreign Languages Northwestern Polytechnical University Xi'an China |
| ORCID | 0000-0002-0082-7767 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 36 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Unpacking the Complex Mechanisms of Teacher‐to‐Student Emotion Transmission in Foreign Language Classrooms
Drawing on emotion contagion and social appraisal theories of interpersonal emotion transmission and the control‐value theory (CVT) of achievement emotions, this mixed‐method study explored how foreign language (FL) students’ perceptions of teacher emotions transferred to their own emotions in classroom settings. We collected data using self‐report questionnaires completed by 408 middle school students, along with semi‐structured interviews with …
Teacher Support, Academic Buoyancy, Engagement, and English Academic Achievement
Along with the evolution of positive psychology in second language (L2) education, increasing attention has been directed toward the role of non‐cognitive factors in facilitating language development. Although teacher support has been identified as a crucial external resource, the psychological mechanisms through which it influences English academic achievement, particularly the interplay with learners’ internal states, remain under‐explored in E…
Conceptualization and measurement of foreign language playfulness via exploratory structural equation modeling
Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the Covid pandemic
Control-value appraisals, achievement emotions, and foreign language performance
Emotions in classroom language learning
Emotions in classroom language learning
Control-value appraisals, achievement emotions, and foreign language performance
Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the Covid pandemic
Conceptualization and measurement of foreign language playfulness via exploratory structural equation modeling
Unpacking the Complex Mechanisms of Teacher‐to‐Student Emotion Transmission in Foreign Language Classrooms
Drawing on emotion contagion and social appraisal theories of interpersonal emotion transmission and the control‐value theory (CVT) of achievement emotions, this mixed‐method study explored how foreign language (FL) students’ perceptions of teacher emotions transferred to their own emotions in classroom settings. We collected data using self‐report questionnaires completed by 408 middle school students, along with semi‐structured interviews with …
Teacher Support, Academic Buoyancy, Engagement, and English Academic Achievement
Along with the evolution of positive psychology in second language (L2) education, increasing attention has been directed toward the role of non‐cognitive factors in facilitating language development. Although teacher support has been identified as a crucial external resource, the psychological mechanisms through which it influences English academic achievement, particularly the interplay with learners’ internal states, remain under‐explored in E…
Communication in Education and Healthcare (5 works) · Psychology (4 works) · Anxiety (3 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Emotional Intelligence and Performance (3 works) · Mathematics education (3 works) · Structural equation modeling (3 works) · Appraisal theory (2 works) · Boredom (2 works)