Abstract
ABSTRACT Objective This study aims to fill in the gap by exploring the interrelationship among academic emotions, classroom engagement and self-efficacy in EFL learning among Chinese non-English majors in smart classrooms. Methods A total of 409 non-English majors in their first year from a Chinese university completed the revised version of the academic emotions scale, classroom engagement scale and self-efficacy scale and their interrelationship has been analysed by Structural Equation Modelling. Results Positive emotion significantly enhances classroom engagement, while negative emotion does not. Classroom engagement has a significant effect on promoting self-efficacy, which is influenced by both positive and negative emotions, with positive emotions having a greater impact. Specifically, classroom engagement mediates the relationship between positive emotion and self-efficacy, whereas it does not mediate between negative emotion and self-efficacy. Conclusion Smart classrooms can stimulate students’ positive academic emotions, increase their engagement in learning so as to enhance their self-efficacy.
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