Positive emotions and English performance test scores among Chinese EFL students on a MOOC platform: A mediational model based on PERMA

Positive psychology has been increasingly recognized in EFL learning. However, empirical research on how well-being constructs such as PERMA influence learner outcomes in online MOOC environments remains limited. This study aimed to investigate whether positive emotions predict English performance test scores through the mediating effects of engagement, relationships, and meaning. A quantitative cross-sectional design was adopted in this study. Data were collected from 350 participants through a self-reported questionnaire and standardized English test scores. Structural equation modeling was employed to test the hypothesized relationships. The results revealed that positive emotions significantly predicted learners' English performance test scores (β = 0.623, p < 0.001). Engagement (β = 0.094, p < 0.001) and relationships (β = 0.160, p < 0.001) served as significant mediators, whereas meaning (β = 0.077) did not. A significant direct effect (β = 0.297, p < 0.05) also emerged, indicating partial mediation. These findings highlight the role of positive emotions in shaping academic performance through psychological engagement and social connection. The study provides practical implications for developing emotionally supportive MOOC environments to enhance EFL learning outcomes.