Exploring the role of reading emotions, emotion regulation, and translation involvement in translationperformance

Abstract The present study, following a sequential mixed-methods design, mainly aims at determining the possible predictors of translation performance in reading emotions, regulation of emotion, and translation involvement. In so doing, a sample of 114 homogeneous university students majoring in English translation participated in the quantitative part of the study and a pool of eight students participated in the qualitative part of the study. A number of instruments were used to measure the variables. The results confirmed that reading emotions, emotion regulation, and translation involvement were positively correlated with translation performance. Moreover, the results showed that emotion regulation made the strongest contribution to explaining translation performance. After calculating the inter-coder reliability of the common themes that emerged from the responses to the interviews, the results revealed eight themes, including focused attention, interest, higher motivation, effective feedback, engagement, fun, management of emotions, and interaction. Finally, some implications are offered for translation teachers and students.