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The impact of emotional contagion on second/foreign language learning environments in terms of student motivation and achievement

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Publicado en:Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 31
Autor principal: Gordani, Yahya
Otros Autores: Ezhdehakosh, Mahnaz, Arabani, Arash Saharkhiz, Bazargani, Davood Taghipour
Publicado:
Springer Nature B.V.
Materias:
Teaching
Behavior
Students
Language acquisition
English teachers
Leadership
Foreign language learning
Emotions
Second language teachers
Learning environment
Teachers
Classrooms
Second language learning
Motivation
English as a second language instruction
Measures
Nonverbal communication
Student teacher relationship
Measurement
English as a second language
Achievement tests
Foreign languages
Academic achievement
Learning
Contagion
English language
Scores
Language
Educational Quality
Educational Opportunities
Learning Activities
Positive Attitudes
Educational Practices
Student Attitudes
Social Behavior
Teacher Leadership
Learning Motivation
Student Leadership
Teacher Burnout
Psychological Patterns
Teaching (Occupation)
Student Motivation
Teamwork
Emotional Response
Social Influences
Educational Environment
Educational Facilities Improvement
Class Activities
Acceso en línea:Citation/Abstract
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Resumen:The present study examined any possible relationship between teachers’ emotional contagion and their learners’ achievement and motivation for learning English as a foreign language (EFL). In addition, it explored the predictability of learners’ foreign language motivation and achievements in terms of their respective teachers’ emotional contagion. Twenty EFL teachers were asked to fill out the emotional contagion scale (Doherty, Journal of Nonverbal Behavior 21:131–154, 1997) to measure the levels of emotional contagion among them. Also, ten copies of the academic motivation scale questionnaire (Vallerand et al., Educational and Psychological Measurement 52:1003–1017, 1992) were distributed among ten learners of each teacher. Moreover, results from the performance of students in their final language achievement test were collected and analyzed. The study found that teachers' emotional contagion significantly influenced learners’ motivation and achievement scores, with emotional contagion being a strong predictor of these outcomes. These findings highlight the role of emotional dynamics in the language learning environment. Conclusions are drawn on how exploring teachers’ emotional contagion and how students perceive it can lead to a more positive and engaging language learning environment.
ISSN:2363-5169
DOI:10.1186/s40862-025-00336-x
Fuente:Education Database