Investigating latent mean differences in achievement emotions among Chinese secondary EFL learners: A gender and grade perspective

Abstract

The control-value theory (CVT) of achievement emotions posits that achievement emotions are significantly associated with the key indicators of academic outcomes, including academic motivation, engagement, and performance. Existing studies have tested the theoretical hypothesis of the CVT in a variety of cultures, disciplines, and samples. However, evidence is limited for whether there are gender and grade differences in achievement emotions, especially in the context of English as a Foreign Language (EFL). 1,460 Chinese secondary school students (male N = 671; female N = 789; seventh-graders N = 731; eighth-graders N = 729) took part in the study. Confirmatory factor analyses and multi-group analyses were conducted to explore the possible gender and grade differences in EFL-related achievement emotions. Results indicated that there are gender or grade differences in EFL-related enjoyment, anxiety, and boredom, while hope and pride did not. Both limitations and implications are discussed.