Abstract

The aim of this study was to examine the relationship between L2 grit, academic emotions (enjoyment and anxiety), and Chinese language achievement, as well as to determine the mediating role of academic emotions in this relationship. Using quantitative methods, it was found that participants demonstrated moderately low levels of L2 grit (mean = 3.323 out of 5) and academic anxiety (mean = 3.264), while academic enjoyment was moderately high (mean = 3.919). The study explored the relationships between L2 grit, academic emotions, and Chinese language achievement (HSK level and self-rated proficiency), as well as the mediating effects of these two factors. L2 grit showed a significant positive correlation with both academic enjoyment (r = 0.268, p < 0.01) and academic anxiety (r = 0.434, p < 0.01). Although a positive correlation between academic enjoyment and anxiety was observed (r = 0.104), it was not statistically significant (p > 0.05). Notably, L2 grit had a significant negative correlation with Chinese language achievement, particularly with HSK level (r = -0.206, p < 0.01), while its relationship with self-rated proficiency was not significant (r = -0.117, p > 0.05). Academic anxiety demonstrated a significant negative correlation with both achievement indicators (with HSK level: r = -0.287, p < 0.01; with self-rated proficiency: r = -0.252, p < 0.01), whereas the relationship between academic enjoyment and achievement was not significant. It was also found that academic emotions, especially anxiety, played a significant indirect mediating role in the relationship between L2 grit and HSK level (effect value = -0.222; 95% CI [-0.378, -0.071]), while the direct effect was not significant (effect value = -0.214; 95% CI included zero). The total proportion of the indirect effect was 50.5%. These findings reveal the complex role of academic emotions in second language acquisition, provide new insights for Chinese language teaching, and highlight the importance of addressing students’ emotional factors and fostering perseverance

Keywords

second language learning; questionnaire survey; mediation model; achievement emotions; self-regulation; motivational persistence

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