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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 41, 2021 - Issue 5
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Articles

The mediating role of achievement emotions in the relationship between instructional clarity, English proficiency, and reading strategies

Mu-Hsuan ChouDepartment of Foreign Language Instruction, Wenzao Ursuline University of Languages, Kaohsiung, TaiwanCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8458-4386
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Pages 582-601 | Received 17 Dec 2019, Accepted 25 Jan 2021, Published online: 17 Feb 2021

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Phillip J. Moore. (2021) Literacy and self-studies. Educational Psychology 41:5, pages 521-523.
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Articles from other publishers (5)

Shuneng Zhong, Yabing Wang & Wangjiao Wu. (2023) Exploring the Mediating Role of Emotions Between Growth Language Mindset and Engagement Among EFL Learners. The Asia-Pacific Education Researcher.
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Sheng‐Lun Cheng, Jen‐Chia Chang, Karina Quilantan‐Garza & Mary L. Gutierrez. (2023) Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments. British Journal of Educational Technology 54:4, pages 898-923.
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Yanlin Zhao & Lianrui Yang. (2023) A latent profile analysis of Chinese high school students’ control and value appraisals: Associations with enjoyment, boredom, and language achievement. System 115, pages 103068.
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Mu-Hsuan Chou. (2022) Investigating the Mediating Role of Foreign Language Anxiety in Students’ Task Goal Orientations, Perceived Communication Competence, English Ability, and Willingness to Communicate in EMI Classrooms. English Teaching & Learning 46:3, pages 235-254.
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Merliyani Putri Anggraini, Bambang Yudi Cahyono, Mirjam Anugerahwati & Francisca Maria Ivone. (2022) The interaction effects of reading proficiency and personality types on EFL university students’ online reading strategy use. Education and Information Technologies 27:6, pages 8821-8839.
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