Fig 1.
Theoretical model.
Table 1.
Tests of gender and grade differences in foreign language learning emotions, academic buoyancy, and test performance.
Table 2.
Correlations between the study variables.
Fig 2.
Note. Path values are the standardized path coefficients (standard errors); ***p<0.001, **p<0.01, *p<0.05. Grade was controlled.
Table 3.
Moderating effect of academic buoyancy.
Fig 3.
The model-implied effect of academic buoyancy × enjoyment interaction on CET-4 performance.
Fig 4.
The model-implied effect of academic buoyancy × burnout interaction on CET-4 performance.