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The motivation‐anxiety interface in language learning: A regulatory focus perspective
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/ejsp.27openalex-snapshot
Achievement orientations from subjective histories of success: Promotion pride versus prevention pride
inferredcites →https://doi.org/10.1002/tesq.85openalex-snapshot
Foreign Language Anxiety: Understanding Its Status and Insiders' Awareness and Attitudes
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Persistence in language learning: The role of grit and future self-guides
inferredcites →https://doi.org/10.1016/j.paid.2010.12.003openalex-snapshot
Regulatory focus and anxiety: A self-regulatory model of GAD-depression comorbidity
inferredcites →https://doi.org/10.1016/j.system.2010.06.011openalex-snapshot
The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach
inferredcites →https://doi.org/10.1016/j.system.2011.04.002openalex-snapshot
An exploration of speaking-in-class anxiety with Chinese ESL learners
inferredcites →https://doi.org/10.1016/s0065-2601(08)60381-0openalex-snapshot
Promotion and Prevention: Regulatory Focus as A Motivational Principle
inferredcites →https://doi.org/10.1016/s0361-476x(02)00009-7openalex-snapshot
The effects of regulatory focus on teachers' classroom management strategies and emotional consequences
inferredcites →https://doi.org/10.1017/s0267190501000071openalex-snapshot
Language anxiety and achievement
inferredcites →https://doi.org/10.1017/s0272263116000243openalex-snapshot
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS
inferredcites →https://doi.org/10.1017/s0272263118000153openalex-snapshot
RETHINKING L2 MOTIVATION RESEARCH
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Self-focused attention and the experience of emotion: Attraction, repulsion, elation, and depression.
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Beyond pleasure and pain.
inferredcites →https://doi.org/10.1037/0022-3514.35.9.625openalex-snapshot
Self-focused attention and the experience of emotion: Attraction, repulsion, elation, and depression.
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Self-discrepancy: A theory relating self and affect.
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Anxiety in academic achievement situations.
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Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes
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Language Learning Motivation in China: Results of a Large-Scale Stratified Survey
inferredcites →https://doi.org/10.1111/1467-9280.00401openalex-snapshot
Enjoying Goal-Directed Action: The Role of Regulatory Fit
inferredcites →https://doi.org/10.1111/j.1464-0597.2004.00163.xopenalex-snapshot
Feedback Sign Effect on Motivation: Is it Moderated by Regulatory Focus?
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AFFECTIVE AND ABILITY FACTORS IN SECOND‐LANGUAGE ACQUISITION
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AVOIDANCE BEHAVIOR IN ADULT SECOND LANGUAGE ACQUISITION1
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Anxiety and Second‐Language Learning: Toward a Theoretical Clarification*
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Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature*
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The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language
inferredcites →https://doi.org/10.1111/j.1467-9280.2008.02102.xopenalex-snapshot
Making Message Recipients “Feel Right”
inferredcites →https://doi.org/10.1111/j.1467-9922.2007.00437.xopenalex-snapshot
Learners' Perceptions of How Anxiety Interacts With Personal and Instructional Factors to Influence Their Achievement in English: A Qualitative Analysis of EFL Learners in China
inferredcites →https://doi.org/10.1111/j.1540-4781.1986.tb05256.xopenalex-snapshot
Foreign Language Classroom Anxiety
inferredcites →https://doi.org/10.1111/j.1540-4781.1994.tb02026.xopenalex-snapshot
Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese
inferredcites →https://doi.org/10.1111/j.1540-4781.1995.tb05417.xopenalex-snapshot
Cognition Plus: Correlates Of Language Learning Success
inferredcites →https://doi.org/10.1111/j.1540-4781.1995.tb05418.xopenalex-snapshot
How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow
inferredcites →https://doi.org/10.1111/j.1944-9720.1992.tb00524.xopenalex-snapshot
Language Anxiety from the Foreign Language Specialist's Perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin
inferredcites →https://doi.org/10.1111/j.1944-9720.2002.tb01903.xopenalex-snapshot
Factors Associated with Foreign Language Writing Anxiety
inferredcites →https://doi.org/10.1111/lang.12065openalex-snapshot
Language Learner Motivational Types: A Cluster Analysis Study
inferredcites →https://doi.org/10.1111/lang.12443openalex-snapshot
Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective
inferredcites →https://doi.org/10.1177/0033688206071315openalex-snapshot
Anxiety and Speaking English as a Second Language
inferredcites →https://doi.org/10.1177/1362168812436898openalex-snapshot
The language-learning self, self-enhancement activities, and self perceptual change
inferredcites →https://doi.org/10.14746/ssllt.2013.3.4.5openalex-snapshot
L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context
inferredcites →https://doi.org/10.1515/iral-2015-0116openalex-snapshot
Korean L2 speakers’ regulatory focus and oral task performance
inferredcites →https://doi.org/10.21832/9781783096756openalex-snapshot
L2 Selves and Motivations in Asian Contexts
inferredcites →https://doi.org/10.21832/9781783097722openalex-snapshot
New Insights into Language Anxiety
inferredcites →https://doi.org/10.21832/9781847691293-003openalex-snapshot
2. The L2 Motivational Self System
inferredcites →https://doi.org/10.21832/9781847691293-004openalex-snapshot
3. The Baby, the Bathwater, and the Future of Language Learning Motivation Research
inferredcites →https://doi.org/10.21832/9781847691293-019openalex-snapshot
18. Motivation, Language Identities and the L2 Self: Future Research Directions
inferredcites →https://doi.org/10.3758/bf03193146openalex-snapshot
G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences
inferredcites →https://doi.org/10.4324/9781410613349openalex-snapshot
The Psychology of the Language Learner: Individual Differences in Second Language Acquisition
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Revisiting the Predictiveness of Motivation on L2 Communication: Insights from the 2 X 2 Model of L2 Self-Guides
inferred← citeshttps://doi.org/10.1007/978-981-95-0740-5_5openalex-snapshot
Factors Associated with Foreign Language Anxiety
inferred← citeshttps://doi.org/10.1007/s10936-026-10294-1openalex-snapshot
Exploring the Interplay of Self-efficacy, Motivation, Critical Thinking, and Perceived Value in EFL Learning: A Social Cognitive Perspective
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Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners
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Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance
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Savoring changes novel positive mindset targets of GAD treatment: Optimism, prioritizing positivity, kill-joy thinking, and worry mediation
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Learning through AI-clones: Enhancing self-perception and presentation performance
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Future selves, enjoyment and anxiety as predictors of L2 writing achievement
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Re-assessing validity evidence for the L2 motivational self system: A response to McClelland and Larson-hall (2025)
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Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective
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The role of future L2 selves in L2 speech development: A longitudinal study in an instructional setting
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The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks
inferred← citeshttps://doi.org/10.1017/s0261444826101360openalex-snapshot
A critical review of foreign language anxiety-reduction interventions: Toward a conceptual turn in foreign language anxiety research
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Second language anxiety: Construct, effects, and sources
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Motivational dispositions predict qualitative differences in oral task performance
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Interactions among motivational orientations, cognitive task complexity, and proficiency in L2 writing performance
inferred← citeshttps://doi.org/10.1080/01434632.2023.2294120openalex-snapshot
New wine in new bottles? L2 Grit in comparison to domain-general Grit, Conscientiousness, and Cognitive Ability as a predictor of language learning
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Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study
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New horizons in emotional literacy and second language learning
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Translating aspirations into engagement: ideal L2 self, enjoyment, motivation and behavioral engagement in translation courses
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Modeling Chinese LOTE learners’ intention to use AI chatbots for speaking practice based on an integrated model of learning motivation and TAM
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Regulatory focus and fit effects on task engagement: An experimental study
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How does deviance tolerance enhance innovative behavior? The mediating role of cognitive crafting and the moderating role of regulatory focus
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Unpacking User Experience Challenges in Mobile Language Learning Applications: A Systematic Literature Review
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Guiding the Future: The Role of L2 Self‐Guides in Predicting Pre‐Service Language Teachers’ Professional Commitment
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Validity and Predictiveness of the 2 × 2 Model of L2 Self‐Guides: Revisiting the Relationship Between Motivation and L2 Communication
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Examining Regulatory Fit Effects on L2 Writing Motivation: Individual Regulatory Focus and Teacher Feedback
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The Relationship Among Motivational Disposition, Self‐Efficacy, and L2 Achievement of EFL Learners: A Regulatory Focus Theory Perspective
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Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students
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Emotion, motivation and willingness to communicate in the language learning experience: A comparative case study of two adult ESOL learners
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A longitudinal examination of language learners’ group-level enjoyment and emotion regulation in online collaborative learning
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Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach
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The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective
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How Regulatory Focus Associates With Chinese EFL Learners’ L2 Grit: The Mediating Effects of Achievement Emotions
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More Balanced Motivation, Less Anxiety? Exploring EFL Learners’ Motivation and Anxiety With Q Methodology
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Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity
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Positive psychology in L2 speaking: The predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit
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Applying latent profile analysis in foreign language anxiety research: Uncovering hidden groups
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A Comprehensive Analysis of Research Motivation in Second Language Learning in The Past Ten Years
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Motivation and Second Language Pragmatics: A Regulatory Focus Perspective
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THE EFFECTIVENESS OF TEACHERS’ CORRECTIVE FEEDBACK (CF) AND SPEAKING PRACTICE ON UNDERGRADUATE LANGUAGE LEARNERS’ SPEAKING ANXIETY (SA)
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