Enjoyment, anxiety, and boredom in Spanish learning: a study of Chinese university students

Abstract

Grounded in the Control–Value Theory of Achievement Emotions and positive psychology perspectives, this study explores how emotions influence Spanish language learning among Chinese university students, focusing on enjoyment, anxiety, and boredom in classroom settings. Using a structured questionnaire, data were collected from 158 Spanish majors at four Chinese universities. Emotional variables and cultural-psychological factors were analyzed through regression and correlation analysis. Cultural influences (e.g., face-saving, high-context communication) were examined through embedded survey items and their statistical associations with emotional variables. Findings show that enjoyment is positively correlated with self-perceived effectiveness, while anxiety was negatively associated with exam performance. Boredom is linked to disengagement and lower self-efficacy. Emotional patterns were significantly influenced by cultural traits such as face-saving, high-context communication, and exam orientation. Given the convenience sample of 158 students from four universities, findings should be interpreted with caution regarding generalizability. The results highlight the need for culturally responsive pedagogy in foreign language education. Implications include integrating emotion-focused instructional practices, promoting psychologically safe classroom environments, and adapting teaching strategies to culturally shaped communication styles.