The relationship between EFL students' test emotions, social ‎factors, and their achievement

The purpose of the present study was to assess the relationships between test emotions, their ‎distal antecedents, and effects in the language domain as proposed by the control-value theory ‎of achievement emotions to bear positive outcomes in language teaching. More specifically, it ‎investigates the relationship between students’ social factors (teachers’ supportive activities in ‎classroom interactions and parents’ attitudes towards learning and achievement) and test ‎emotions of hope and anxiety. The sample consisted of ۱۰۰ high school students in Iran, with a ‎mean age of ۱۶ years. It lasted three weeks to collect data, through which participants ‎responded to test emotions, support, and attitude items using Likert scales. Both descriptive ‎and inferential statistics were utilized to analyze the data. The results of this study generally ‎confirm the relationships between the test emotions, social factors, and their achievement as ‎proposed by the control-value theory. The results suggest that parents with positive attitudes ‎decrease the students 'anxiety and enhance their achievement, teachers also by supportive ‎activities and encouragement can increase the hope of students and help them to be achiever. ‎

کلیدواژه ها:

Test emotions ، Teacher supportive activities ، Parent Attitudes ، Achievement