Emotions are crucial predictors for students’ performance and achievement during second language learning, so it is necessary to acquire knowledge about their antecedents. Based on the control-value theory and self-determination theory, this study investigates how teacher provided autonomy support and structure influence students’ emotions through the mediation of self-efficacy. A total of 754 college students in their first or second year from a Chinese university completed the validated questionnaires measuring perceived autonomy support and structure in English class, self-efficacy and academic emotions (enjoyment, pride, anxiety and boredom). Hypothesized relations among the constructs were analysed using structural equation modeling. Results indicate that autonomy support has direct effects on anxiety and boredom, while structure has direct influence on enjoyment and pride. Moreover, both autonomy support and structure can contribute to a higher level of self-efficacy, which in turn positively predicts enjoyment and pride, negatively predicts anxiety and boredom. These results reveal that an autonomy supportive and well-structured class environment can significantly activate students’ positive emotions as well as decrease negative emotional experience during second language learning, with self-efficacy playing a mediating role.
Tong Qi (Tue,) studied this question.