How does foreign language peace of mind contribute to learning performance: roles of academic engagement and social support

Abstract

ABSTRACT Recent literature has demonstrated the advantages of a low-arousal positive emotion – foreign language peace of mind (FLPOM). In comparison to the well-studied high-arousal positive emotion (e.g. foreign language enjoyment), FLPOM is primarily experienced by foreign language (FL) learners from collective societies. Pioneering research into FLPOM has reported its facilitative role in learning an FL. The current study, therefore, is devoted to adding evidence to this new research line by investigating how FLPOM contributes to FL learning achievement with 300 Chinese primary school students. The statistical results revealed a significant positive correlation between FLPOM and perceived learning achievement. Furthermore, the mediating effect of academic engagement, through which FLPOM affected perceived learning achievement, was found. Social support was also found to have a moderating effect, strengthening the link between FLPOM and academic engagement. Theoretical and practical implications of these results were discussed at the end.