A latent profiling approach to foreign language enjoyment and L2 achievement

References

• Ahmadi-Azad, S., H. Asadollahfam, and M. Zoghi. 2020. “Effects of Teacher’s Personality Traits on EFL Learners’ Foreign Language Enjoyment.” System 95:102369. https://doi.org/10.1016/j.system.2020.102369.
   Web of Science ®Google Scholar
• Akaike, H. 1987. “Factor Analysis and AIC.” Psychometrika 52 (3): 317–332. https://doi.org/10.1007/BF02294359.
   Web of Science ®Google Scholar
• Allport, G. W. 1962. “The General and the Unique in Psychological Science.” Journal of Personality 30 (3): 405–422. https://doi.org/10.1111/j.1467-6494.1962.tb02313.x.
   PubMed Web of Science ®Google Scholar
• Alrabai, F. 2022. “Modeling the Relationship between Classroom Emotions, Motivation, and Learner Willingness to Communicate in EFL: Applying a Holistic Approach of Positive Psychology in SLA Research.” Journal of Multilingual and Multicultural Development 43:1–19. https://doi.org/10.1080/01434632.2022.2053138.
   Google Scholar
• Asendorpf, J. B. 2015. “Person-centered Approaches to Personality.” In APA Handbook of Personality and Social Psychology, Volume 4: Personality Processes and Individual Differences, edited by M. Mikulincer, P. R. Shaver, M. L. Cooper, and R. J. Larsen, 403–424. American Psychological Association. https://doi.org/10.1037/14343-018.
   Google Scholar
• Bergman, L. R., and K. Trost. 2006. “The Person-oriented versus the Variable-oriented Approach: Are They Complementary, Opposites, or Exploring Different Worlds?” Merrill-Palmer Quarterly 52 (3): 601–632. https://doi.org/10.1353/mpq.2006.0023.
   Web of Science ®Google Scholar
• Bieleke, M., K. Gogol, T. Goetz, L. Daniels, and R. Pekrun. 2021. “The AEQ-S: A Short Version of the Achievement Emotions Questionnaire.” Contemporary Educational Psychology 65:101940. https://doi.org/10.1016/j.cedpsych.2020.101940.
   Web of Science ®Google Scholar
• Botes, E., J.-M. Dewaele, and S. Greiff. 2020. “The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning.” European Journal of Applied Linguistics 8 (2): 279–306. https://doi.org/10.1515/eujal-2020-0003.
   Web of Science ®Google Scholar
• Botes, E., J.-M. Dewaele, and S. Greiff. 2021. “The Development and Validation of the Short Form of the Foreign Language Enjoyment Scale.” The Modern Language Journal 105 (4): 858–876. https://doi.org/10.1111/modl.12741.
   Web of Science ®Google Scholar
• Botes, E., J.-M. Dewaele, and S. Greiff. 2022a. “By the Old Gods and the New: The Effect of the Congruence and Incongruence of Foreign Language Classroom Anxiety and Enjoyment on Self-perceived Proficiency.” The Modern Language Journal 106 (4): 784–797. https://doi.org/10.1111/modl.12807.
   Google Scholar
• Botes, E., J.-M. Dewaele, and S. Greiff. 2022b. “Taking Stock: A Meta-analysis of the Effects of Foreign Language Enjoyment.” Studies in Second Language Learning and Teaching 12 (2): 205–232. https://doi.org/10.14746/ssllt.2022.12.2.3.
   Web of Science ®Google Scholar
• Botes, E., J.-M. Dewaele, and S. Greiff. 2023. “A Three-body Problem: The Effects of Foreign Language Anxiety, Enjoyment, and Boredom on Academic Achievement.” Annual Review of Applied Linguistics 43:7–22. https://doi.org/10.1017/S0267190523000016.
   Web of Science ®Google Scholar
• Calafato, R. 2024. “The Moderating Effect of Multilingualism on the Relationship Between EFL Learners’ Grit, Enjoyment, and Literacy Achievement.” International Journal of Bilingualism 28:13670069231225729. https://doi.org/10.1177/13670069231225729.
   Google Scholar
• Clark, S. L., B. Muthén, J. Kaprio, B. M. D'Onofrio, R. Viken, and R. J. Rose. 2013. “Models and Strategies for Factor Mixture Analysis: An Example Concerning the Structure Underlying Psychological Disorders.” Structural Equation Modeling 20 (4): 681–703. https://doi.org/10.1080/10705511.2013.824786.
   Web of Science ®Google Scholar
• Collins, L. M., and S. T. Lanza. 2009. Latent Class and Latent Transition Analysis: With Applications in the Social, Behavioral, and Health Sciences. John Wiley & Sons. https://doi.org/10.1002/9780470567333.
   Google Scholar
• Dewaele, J.-M., and M. Alfawzan. 2018. “Does the Effect of Enjoyment Outweigh That of Anxiety in Foreign Language Performance?” Studies in Second Language Learning and Teaching 8 (1): 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2.
   Web of Science ®Google Scholar
• Dewaele, J. M., E. Botes, and S. Greiff. 2023. “Sources and Effects of Foreign Language Enjoyment, Anxiety, and Boredom: A Structural Equation Modeling Approach.” Studies in Second Language Acquisition 45 (2): 461–479, Article Pii s0272263122000328. https://doi.org/10.1017/S0272263122000328.
   Web of Science ®Google Scholar
• Dewaele, J. M., X. J. Chen, A. M. Padilla, and J. Lake. 2019. “The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research.” Frontiers in Psychology 10:13, Article 2128. https://doi.org/10.3389/fpsyg.2019.02128.
   PubMed Web of Science ®Google Scholar
• Dewaele, J. M., and L. Dewaele. 2017. “The Dynamic Interactions in Foreign Language Classroom Anxiety and Foreign Language Enjoyment of Pupils Aged 12 to 18. A Pseudo-longitudinal Investigation.” Journal of the European Second Language Association 1 (1): 12–22. https://doi.org/10.22599/jesla.6.
   Google Scholar
• Dewaele, J. M., and A. L. P. Ergün. 2020. “How Different are the Relations between Enjoyment, Anxiety, Attitudes/Motivation and Course Marks in Pupils’ Italian and English as Foreign Languages?” Journal of the European Second Language Association 4 (1): 45–57. https://doi.org/10.22599/jesla.65.
   Google Scholar
• Dewaele, J.-M., and C. Li. 2022. “Foreign Language Enjoyment and Anxiety: Associations with General and Domain-Specific English Achievement.” Chinese Journal of Applied Linguistics 45 (1): 32–48. https://doi.org/10.1515/CJAL-2022-0104.
   Web of Science ®Google Scholar
• Dewaele, J.-M., and P. D. MacIntyre. 2014. “The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom.” Studies in Second Language Learning and Teaching 4 (2): 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5.
   Google Scholar
• Dewaele, J.-M., and P. D. MacIntyre. 2016. “Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner.” In Positive Psychology in SLA, edited by D. M. Peter, G. Tammy, and M. Sarah, 215–236. Multilingual Matters. https://doi.org/10.21832/9781783095360-010.
   Google Scholar
• Dewaele, J.-M., J. Witney, K. Saito, and L. Dewaele. 2018. “Foreign Language Enjoyment and Anxiety: The Effect of Teacher and Learner Variables.” Language Teaching Research 22 (6): 676–697. https://doi.org/10.1177/1362168817692161.
   Web of Science ®Google Scholar
• Dunn, K., and J. Iwaniec. 2022. “Exploring the Relationship between Second Language Learning Motivation and Proficiency.” Studies in Second Language Acquisition 44 (4): 967–997. https://doi.org/10.1017/S0272263121000759.
   Web of Science ®Google Scholar
• Feng, E. 2022. “Chinese EFL Learners’ Emotion, Engagement and Language Achievement: A Latent Profile Analysis.” Journal of Innovation and Social Science Research 9 (1): 178–188. https://doi.org/10.53469/jissr.2022.09(01).31.
   Google Scholar
• Field, A. 2013. Discovering Statistics Using IBM SPSS Statistics. London: Sage.
   Google Scholar
• Fredrickson, B. L. 2001. “The Role of Positive Emotions in Positive Psychology. The Broaden-and-build Theory of Positive Emotions.” American Psychologist 56 (3): 218–226. https://doi.org/10.1037/0003-066X.56.3.218.
   PubMed Web of Science ®Google Scholar
• Guo, Y. 2021. “Exploring the Dynamic Interplay Between Foreign Language Enjoyment and Learner Engagement with Regard to EFL Achievement and Absenteeism: A Sequential Mixed Methods Study.” Frontiers in Psychology 12:766058. https://doi.org/10.3389/fpsyg.2021.766058.
   PubMed Web of Science ®Google Scholar
• Hiver, P., A. H. Al-Hoorie, and R. Evans. 2021. “Complex Dynamic Systems Theory in Language Learning.” Studies in Second Language Acquisition 44 (4): 913–941. https://doi.org/10.1017/S0272263121000553.
   Web of Science ®Google Scholar
• Horwitz, E. K. 2010. “Foreign and Second Language Anxiety.” Language Teaching 43 (2): 154–167. https://doi.org/10.1017/S026144480999036X.
   Web of Science ®Google Scholar
• Hu, W., F. Li, and L. Gan. 2014. “Does China's National College Entrance Exam Effectively Evaluate Applicants?” Frontiers of Economics in China 9 (2): 174–182. https://doi.org/10.3868/s060-003-014-0010-7.
   Google Scholar
• Jiang, Y., and J.-M. Dewaele. 2019. “How Unique is the Foreign Language Classroom Enjoyment and Anxiety of Chinese EFL Learners?” System 82:13–25. https://doi.org/10.1016/j.system.2019.02.017.
   Web of Science ®Google Scholar
• Jin, Y., P. Macintyre, N. Jiang, and J. Ren. 2023. “Understanding Pre-adolescent Learners’ Foreign Language Enjoyment: A Mixed-methods Study on Chinese Primary School Students of English.” Journal of Multilingual and Multicultural Development 44:1–22. https://doi.org/10.1080/01434632.2023.2221676.
   Google Scholar
• Jin, Y., and L. J. Zhang. 2018. “The Dimensions of Foreign Language Classroom Enjoyment and Their Effect on Foreign Language Achievement.” International Journal of Bilingual Education and Bilingualism 24 (7): 948–962. https://doi.org/10.1080/13670050.2018.1526253.
   Web of Science ®Google Scholar
• Johnson, S. K. 2021. “Latent Profile Transition Analyses and Growth Mixture Models: A Very Non-technical Guide for Researchers in Child and Adolescent Development.” New Directions for Child and Adolescent Development 2021 (175):111–139. https://doi.org/10.1002/cad.20398.
   PubMedGoogle Scholar
• Khajavy, G. H., and E. Aghaee. 2022. “The Contribution of Grit, Emotions and Personal Bests to Foreign Language Learning.” Journal of Multilingual and Multicultural Development 43:1–15. https://doi.org/10.1080/01434632.2022.2047192.
   Google Scholar
• Kim, H. Y. 2013. “Statistical Notes for Clinical Researchers: Assessing Normal Distribution (2) Using Skewness and Kurtosis.” Restorative Dentistry & Endodontics 38 (1): 52–54. https://doi.org/10.5395/rde.2013.38.1.52.
   PubMedGoogle Scholar
• Li, C. 2019. “A Positive Psychology Perspective on Chinese EFL Students’ Trait Emotional Intelligence, Foreign Language Enjoyment and EFL Learning Achievement.” Journal of Multilingual and Multicultural Development 41 (3): 246–263. https://doi.org/10.1080/01434632.2019.1614187.
   Web of Science ®Google Scholar
• Li, C., J.-M. Dewaele, and G. Jiang. 2019. “The Complex Relationship between Classroom Emotions and EFL Achievement in China.” Applied Linguistics Review 11 (3): 485–510. https://doi.org/10.1515/applirev-2018-0043.
   Web of Science ®Google Scholar
• Li, C., J. Huang, and B. Li. 2021. “The Predictive Effects of Classroom Environment and Trait Emotional Intelligence on Foreign Language Enjoyment and Anxiety.” System 96:102393. https://doi.org/10.1016/j.system.2020.102393.
   Web of Science ®Google Scholar
• Li, C., G. Jiang, and J.-M. Dewaele. 2018. “Understanding Chinese High School Students’ Foreign Language Enjoyment: Validation of the Chinese Version of the Foreign Language Enjoyment Scale.” System 76:183–196. https://doi.org/10.1016/j.system.2018.06.004.
   Web of Science ®Google Scholar
• Liu, E., and J. J. Wang. 2021. “Examining the Relationship between Grit and Foreign Language Performance: Enjoyment and Anxiety as Mediators.” Frontiers in Psychology 12:Article 666892. https://doi.org/10.3389/fpsyg.2021.666892.
   PubMed Web of Science ®Google Scholar
• Liu, E., J. Wang, and S. Bai. 2022. “Self-guides, Enjoyment, Gender, and Achievement: A Survey of Chinese EFL High School Students.” Journal of Multilingual and Multicultural Development 43 (1):1–18. https://doi.org/10.1080/01434632.2022.2153854.
   Google Scholar
• Lo, Y., N. R. Mendell, and D. B. Rubin. 2001. “Testing the Number of Components in a Normal Mixture.” Biometrika 88 (3): 767–778. https://doi.org/10.1093/biomet/88.3.767.
   Web of Science ®Google Scholar
• Lubke, G. H., and B. Muthén. 2005. “Investigating Population Heterogeneity with Factor Mixture Models.” Psychological Methods 10 (1): 21–39. https://doi.org/10.1037/1082-989X.10.1.21.
   PubMed Web of Science ®Google Scholar
• MacIntyre, P., and T. Gregersen. 2012. “Emotions That Facilitate Language Learning: The Positive-broadening Power of the Imagination.” Studies in Second Language Learning and Teaching 2 (2): 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4.
   Google Scholar
• MacIntyre, P. D., and S. Mercer. 2014. “Introducing Positive Psychology to SLA.” Studies in Second Language Learning and Teaching 4 (2): 153–172. https://doi.org/10.14746/ssllt.2014.4.2.1.
   Google Scholar
• Masyn, K. E. 2013. “Latent Class Analysis and Finite Mixture Modeling.” In The Oxford Handbook of Quantitative Methods in Psychology: Vol. 2: Statistical Analysis, edited by T. D. Little, 551–611. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199934898.013.0025.
   Google Scholar
• Michaelides, M., G. Brown, H. Eklöf, and E. Papanastasiou. 2019. Motivational Profiles in TIMSS Mathematics: Exploring Student Clusters across Countries and Time. Springer. https://doi.org/10.1007/978-3-030-26183-2.
   Google Scholar
• Mierzwa, E. 2018. “The Relationship Between Foreign Language Enjoyment and Gender among Secondary Grammar School Students.” Journal of Education Culture and Society 9:117–135. https://doi.org/10.15503/jecs20182.117.135.
   Google Scholar
• Muthén, L. K., and B. Muthen. 2017. Mplus User's Guide: Statistical Analysis with Latent Variables. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Nylund, K. L., T. Asparouhov, and B. O. Muthén. 2007. “Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling: A Monte Carlo Simulation Study.” Structural Equation Modeling: A Multidisciplinary Journal 14 (4): 535–569. https://doi.org/10.1080/10705510701575396.
   Web of Science ®Google Scholar
• Pekrun, R. 2006. “The Control-value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice.” Educational Psychology Review 18 (4): 315–341. https://doi.org/10.1007/S10648-006-9029-9.
   Web of Science ®Google Scholar
• Piechurska-Kuciel, E. 2017. “L2 or L3? Foreign Language Enjoyment and Proficiency.” In Multiculturalism, Multilingualism and the Self, edited by D. Gabryś-Barker, D. Gałajda, A. Wojtaszek, and P. Zakrajewski, 97–111. Springer. https://doi.org/10.1007/978-3-319-56892-8_7.
   Google Scholar
• Saito, K., J.-M. Dewaele, M. Abe, and Y. In'nami. 2018. “Motivation, Emotion, Learning Experience and Second Language Comprehensibility Development in Classroom Settings: A Cross-sectional and Longitudinal Study.” Language Learning 68 (3): 709–743. https://doi.org/10.1111/lang.12297.
   Web of Science ®Google Scholar
• Schwarz, G. 1978. “Estimating the Dimension of a Model.” The Annals of Statistics 6 (2): 461–464. https://doi.org/10.1214/aos/1176344136.
   Web of Science ®Google Scholar
• Sclove, S. L. 1987. “Application of Model-selection Criteria to Some Problems in Multivariate Analysis.” Psychometrika 52 (3): 333–343. https://doi.org/10.1007/BF02294360.
   Web of Science ®Google Scholar
• Shirvan, M. E., and T. Taherian. 2018. “Longitudinal Examination of University Students’ Foreign Language Enjoyment and Foreign Language Classroom Anxiety in the Course of General English: Latent Growth Curve Modeling.” International Journal of Bilingual Education and Bilingualism 24 (1): 31–49. https://doi.org/10.1080/13670050.2018.1441804.
   Google Scholar
• Shirvan, M. E., T. Taherian, M. Shahnama, and E. Yazdanmehr. 2021. “A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling.” Frontiers in Psychology 12:720326. https://doi.org/10.1177/13621688221082303.
   PubMed Web of Science ®Google Scholar
• Shirvan, M. E., T. Taherian, and E. Yazdanmehr. 2021. “Foreign Language Enjoyment: A Longitudinal Confirmatory Factor Analysis-curve of Factors Model.” Journal of Multilingual and Multicultural Development 45 (2): 224–242. https://doi.org/10.1080/01434632.2021.1874392.
   Web of Science ®Google Scholar
• Spurk, D., A. Hirschi, M. Wang, D. Valero, and S. Kauffeld. 2020. “Latent Profile Analysis: A Review and ‘How to’ Guide of its Application Within Vocational Behavior Research.” Journal of Vocational Behavior 120:103445. https://doi.org/10.1016/j.jvb.2020.103445.
   Web of Science ®Google Scholar
• Tsang, A., and J.-M. Dewaele. 2023. “The Relationships between Young Chinese EFL Learners’ Classroom Emotions, Engagement and EFL Proficiency.” Applied Linguistics Review 14 (1):1–16. https://doi.org/10.1515/applirev-2022-0077.
   Google Scholar
• Tsang, A., and J. S. Lee. 2023. “The Making of Proficient Young FL Speakers: The Role of Emotions, Speaking Motivation, and Spoken Input Beyond the Classroom.” System 115:Article 103047. https://doi.org/10.1016/j.system.2023.103047.
   Web of Science ®Google Scholar
• Van Alten, D. C. D., C. Phielix, J. Janssen, and L. Kester. 2021. “Secondary Students’ Online Self-regulated Learning during Flipped Learning: A Latent Profile Analysis.” Computers in Human Behavior 118:106676. https://doi.org/10.1016/j.chb.2020.106676.
   Web of Science ®Google Scholar
• Wang, H., Y. Wang, and S. Li. 2023. “Unpacking the Relationships between Emotions and Achievement of EFL Learners in China: Engagement as a Mediator.” Frontiers in Psychology 14:1098916. https://doi.org/10.3389/fpsyg.2023.1098916.
   PubMed Web of Science ®Google Scholar
• Wang, Y., and J. Xu. 2023. “A Latent Profile Analysis of L2 Writing Emotions and their Relations to Writing Buoyancy, Motivation and Proficiency.” Applied Linguistics Review 14 (1):1–26. https://doi.org/10.1515/applirev-2022-0080.
   Google Scholar
• Wang, H., L. Xu, and J. Li. 2023. “Connecting Foreign Language Enjoyment and English Proficiency Levels: The Mediating Role of L2 Motivation.” Frontiers in Psychology 14:1054657. https://doi.org/10.3389/fpsyg.2023.1054657.
   PubMed Web of Science ®Google Scholar
• Wei, H. J., K. X. Gao, and W. C. Wang. 2019. “Understanding the Relationship between Grit and Foreign Language Performance among Middle School Students: The Roles of Foreign Language Enjoyment and Classroom Environment.” Frontiers in Psychology 10:462549, Article 1508. https://doi.org/10.3389/fpsyg.2019.01508.
   Web of Science ®Google Scholar
• Ximénez, C., A. Maydeu-Olivares, D. Shi, and J. Revuelta. 2022. “Assessing Cutoff Values of SEM Fit Indices: Advantages of the Unbiased SRMR Index and its Cutoff Criterion Based on Communality.” Structural Equation Modeling: A Multidisciplinary Journal 29 (3): 368–380. https://doi.org/10.1080/10705511.2021.1992596.
   Web of Science ®Google Scholar
• Zhang, H., Y. Dai, and Y. Wang. 2020. “Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment.” Sustainability 12 (4): Article 1302. https://doi.org/10.3390/su12041302.
   Web of Science ®Google Scholar
• Zhao, X., and D. Wang. 2023a. “Grit, Emotions, and their Effects on Ethnic Minority Students’ English Language Learning Achievements: A Structural Equation Modelling Analysis.” System 113:102979. https://doi.org/10.1016/j.system.2023.102979.
   Web of Science ®Google Scholar
• Zhao, X., and D. Wang. 2023b. “The Role of Enjoyment and Boredom in Shaping English Language Achievement among Ethnic Minority Learners.” Journal of Multilingual and Multicultural Development 43:1–13. https://doi.org/10.1080/01434632.2023.2194872.
   Google Scholar
• Zhu, X., J. Zhan, and Y. Yao. 2022. “A Latent Profile Analysis of Chinese EFL Learners’ Enjoyment and Anxiety in Reading and Writing: Associations with Imaginative Capacity and Story Continuation Writing Performance.” International Review of Applied Linguistics in Language Teaching 60 (1):1–22. https://doi.org/10.1515/iral-2022-0105.
   Google Scholar