Relationship between Achievement Emotions and Learning Achievement of Iranian EFL Learners: Moderating Role of Gender

This study investigates the intricate relationship between achievement emotions and academic performance among Iranian English as a Foreign Language (EFL) learners, framed within Pekrun's Control-Value Theory (CVT). Achievement emotions, which encompass feelings such as joy, anxiety, and pride, significantly influence students' motivation and engagement in educational settings. By employing a quantitative correlational research design, the research examines seven achievement emotions-joy, boredom, pride, anger, anxiety, shame, and hopelessness—while considering the moderating role of gender. Participants included ۱۰۰ undergraduate EFL students who completed a translated version of the Achievement Emotions Questionnaire (AEQ) to self-report their emotional experiences related to their learning outcomes. Final exam scores, encompassing listening, writing, grammar, and vocabulary skills, served as indicators of academic performance. The findings reveal that joy significantly predicts academic success, exhibiting a stronger positive correlation with final exam scores for female students compared to male students. Conversely, anxiety negatively impacts performance across genders but does not show significant gender-based differences in its predictive power. These results suggest that while joy is a crucial factor in enhancing learning outcomes, its effects may vary by gender. The study contributes valuable insights into how achievement emotions influence the learning process for Iranian EFL learners and underscores the importance of considering gender differences in educational strategies. The implications of these findings are significant for educators aiming to optimize language learning environments and improve student outcomes through targeted emotional support and interventions.

کلیدواژه ها:

Achievement emotions ، Learning outcomes ، Control-Value Theory ، Gender differences