ABSTRACT This study examines the time-series relationships among learning atmosphere, negative emotions, and academic engagement in 638 non-English major students at a university in central China. The study employs the Learning Environment Inventory, the Cognitive Emotion Regulation Questionnaire, and the Students’ Engagement Questionnaire to assess the learning atmosphere, negative emotions, and academic engagement among language learners. Using R 4.4.0 and R Studio for data analysis, the researcher utilized robust statistical methodologies to investigate the intricate relationships between these variables over time. The prediction model results show a strong link between a positive environment and increased student engagement. Favorable conditions, such as supportive teachers, safe learning spaces, and resource access, significantly boost engagement, enhancing academic performance and personal development. Reducing negative emotions like stress, anxiety, and fear also raises engagement by removing barriers to learning. Creating environments that reduce these negative feelings helps students focus and participate more actively. Therefore, enhancing positive environmental factors and reducing negative feelings are crucial for fostering student engagement, leading to better academic outcomes and personal growth.
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