ABSTRACT This study investigates the dynamic interplay between language learners’ characteristics, emotional labor, emotional exhaustion, and contextual performance using Ecological Momentary Assessment (EMA). The research involved 500 Chinese students selected through random sampling, resulting in 352 valid responses. Data collection was conducted in both English and Chinese over five days. Four instruments were utilized: the Learner Characteristics Inventory, Emotional Labor Questionnaire, Emotional Exhaustion Questionnaire, and Contextual Performance Questionnaire. The collected data were analyzed using R software, employing descriptive analysis, correlations, and regression techniques. The findings reveal significant relationships between the variables. Learner characteristics showed a positive estimate, indicating that better learner characteristics enhance contextual performance. Conversely, emotional labor and emotional exhaustion both had negative estimates, suggesting that higher levels of these factors diminish contextual performance. Additionally, the study found significant interactions between these variables. The interaction between learner characteristics and emotional labor had a positive estimate, highlighting that their combined effect improves contextual performance. However, the interaction between learner characteristics and emotional exhaustion was negative, indicating a detrimental joint effect on performance. Similarly, emotional labor and emotional exhaustion together negatively impacted contextual performance. Notably, the three-way interaction among learner characteristics, emotional labor, and emotional exhaustion had a positive estimate, suggesting a complex interplay that ultimately enhances contextual performance. This study underscores the importance of understanding the multifaceted interactions among learner characteristics, emotional labor, and emotional exhaustion in predicting contextual performance in settings.
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