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This is a Quantitative Study study.

October 27, 2025Education SciencesOpen Access

Exploring Achievement Emotions, Emotion Regulation and English Performance: A Comparative Study Between Chinese Middle School and College Students

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Lower negative emotions in college students improve English performance, while emotion regulation impacts both groups differently.
Regression analyses show that cognitive reappraisal significantly predicts English performance in middle school students.
Expressive suppression negatively affects English performance, especially among middle school students.
Findings suggest tailored interventions for emotion regulation may benefit English learners at different educational levels.

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Implication

Correlational analysis reveals emotion regulation enhances English performance in middle school and college students, indicating significant differences between the groups.

Cite This Study

Liu et al. (2025) studied this question.

synapsesocial.com/papers/68ff87f1c8c50a61f2bdd58e https://doi.org/10.3390/educsci15111434

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Implication

Correlational analysis reveals emotion regulation enhances English performance in middle school and college students, indicating significant differences between the groups.

Exploring Achievement Emotions, Emotion Regulation and English Performance: A Comparative Study Between Chinese Middle School and College Students

Key Points

Discussion

Implication

Cite This Study

Exploring Achievement Emotions, Emotion Regulation and English Performance: A Comparative Study Between Chinese Middle School and College Students

Key Points

Discussion

Implication

Cite This Study

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Also Consider