A Latent Profile Analysis of Academic Emotions
Associations With Perceived Classroom Affordance and Engagement Among Chinese Ethnic Minority EFL Students
Bibliographic Data
| ID | 21445720 |
|---|---|
| Authors | Hongyan Liu (0000-0002-6721-4439, Faculty of Foreign Languages Huaihua University Huaihua Hunan China), Y Yao (0000-0003-0665-7065, School of Foreign Languages Central South University Changsha Hunan China, corresponding author) |
| Year | 2026 |
| Volume | 61 |
| Issue | 2 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70632 |
| OpenAlex | W7154130846 |
| Language | EN |
| References cited | 46 |
Within the framework of control‐value theory (CVT), this study employed latent profile analysis to identify distinct academic emotion profiles (encompassing enjoyment, anxiety, boredom and foreign language peace of mind) among 1088 secondary school ethnic minority English‐as‐a‐foreign‐language (EFL) learners in China. Four emotion groups were identified: negative emotions, moderate‐level mixed emotions, high‐level mixed emotions and positive emotions. Wald chi‐square tests revealed significant differences in engagement across the four groups in behavioural and cognitive engagement, with the positive emotion group scoring the highest, followed sequentially by the high‐level mixed emotion, moderate‐level mixed emotion and negative emotion groups. In emotional engagement, the positive emotion group still ranked highest and the negative emotion group lowest, while no significant difference was observed between the two mixed emotion groups. Multinomial logistic regression analysis indicated that perceived classroom affordance significantly predicted emotion group memberships. Higher affordance perception increased the likelihood of belonging to the positive emotion group while reducing the probability of classification into the high‐level mixed, moderate‐level mixed and negative emotion groups in sequence. These findings extend the CVT by illuminating the complex emotional experiences of underrepresented ethnic minority EFL learners in China and their correlates with environmental and behavioural factors
Affordance · Boredom · Cognition · Emotion work · Ethnic group · Negative emotion · Perception · Communication in Education and Healthcare · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation
Engaging Language Learners in Contemporary Classrooms
Student engagement, context, and adjustment
Teacher enthusiasm and students’ social-behavioral learning engagement
Motivation and feedback
EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation
Academic Emotions in Students' Self-Regulated Learning and Achievement
The Associations of Parental Support with First-Grade Primary School L2 Chinese Learners’ Ideal Selves, Motivation, Engagement, and Reading Test Performance in Hong Kong
Integrating Artificial Intelligence ( AI ) Into the English as a Foreign Language Classroom
Achievement goal orientations, learning strategies, and mathematics achievement
By the Old Gods and the New
Affordance, conventions, and design
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements
Measuring Chinese junior high school students' language mindsets
Understanding Chinese high school students’ Foreign Language Enjoyment
Classroom social climate, growth language mindset, and student engagement
Student engagement with automated feedback on academic writing
How does foreign language peace of mind contribute to learning performance
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing
Positive emotions broaden the scope of attention and thought-action repertoires
| Citation velocity | historical |
|---|---|
| Highly cited | No |