Exploring the Relationship between L2 Grit and Learning Engagement among Chinese Science and Engineering Majors: The Mediating Effect of Academic Emotions

Jiahao Tan

doi:10.63313/LLCS.9066

Authors

Jiahao Tan College of Foreign Languages, University of Shanghai for Science and Technology, Shanghai, China Author

DOI:

https://doi.org/10.63313/LLCS.9066

Keywords:

Chinese SEMs, L2 Grit, Learning Engagement, Academic Emotions

Abstract

Based on a questionnaire of 312 Chinese Science and Engineering majors (SEMs), this study explored the predictive effect of L2 grit on foreign language learning engagement and the mediating roles of foreign language enjoyment and boredom. The results indicate that Chinese SEMs exhibited moderately high levels of L2 grit, foreign language enjoyment, and learning engagement. L2 grit not only directly predicted learning engagement but also indirectly predicted it through the mediating pathways of both foreign language enjoyment and boredom. Specifically, enjoyment and boredom acted as positive and negative mediators respectively. This demonstrates the existence of the mediating chain “L2 Grit → Academic Emotions → Learning Engagement.” This research aims to provide deeper insights into Chinese SEMs emotional tendencies and psychological characteristics during foreign language learning, thereby offering implications for enhancing their foreign language instruction.

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