Abstract
With the advent of positive psychology, the role of positive emotions has received more attention. This study explores the relationship among teacher-and-peer support, mindfulness, and positive academic emotions in EFL learning among non-English majors in China. The results reveal that teacher-and-peer support and mindfulness positively predict positive academic emotions. Besides, mindfulness plays a mediating role between teacher-and-peer support and positive academic emotions. Based on the findings, this paper suggests that teachers could try to enhance teacher-and-peer support and improve students’ mindfulness so as to help learners regulate their emotions as well as achieve better academic performance in English learning.
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This research was funded by The National Social Science Fund of China (Grant No. 16BYY092).
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Xie, X., Guo, J. Influence of Teacher-and-Peer Support on Positive Academic Emotions in EFL Learning: The Mediating Role of Mindfulness. Asia-Pacific Edu Res 32, 439–447 (2023). https://doi.org/10.1007/s40299-022-00665-2
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DOI: https://doi.org/10.1007/s40299-022-00665-2