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Updated: Jan 13, 2026

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

Published on: January 29, 2020

学習環境と外国語教室の退屈さ：感情的および動機付けのメカニズムの解明

Majid Sadoughi¹, S Yahya Hejazi², Fakieh Alrabai³

¹Psychology Department, Faculty of Humanities, University of Kashan, Kashan, Iran.

Perceptual and motor skills

|January 7, 2026

Abstract:

Considering the situated nature of foreign language classroom boredom and dearth of research on the potential underlying mechanisms explaining the link between classroom environment and boredom, the present study aimed to investigate the mediating role of positive learning emotions (enjoyment, hope, and pride) and the moderating role of self-efficacy for motivation regulation in accounting for English-as-a-foreign-language (EFL) students' classroom boredom. The participants were 643 Iranian learners who were selected by multi-stage cluster sampling and responded to four questionnaires measuring their foreign language classroom boredom, classroom environment, positive learning emotions, and self-efficacy for motivation regulation. The results of structural equation modelling showed that classroom environment could directly and positively predict students' boredom. Additionally, this link was mediated by learners' positive learning emotions and moderated by their self-efficacy for motivation regulation. The implications are discussed in light of the obtained findings.

キーワード:

教室環境外国語教室の退屈モチベーションポジティブな学習感情モチベーション調整のための自己効力感

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