Perceived social support, positive high-activating emotions, and behavioral engagement in EFL learning: A three-wave cross-lagged study

Positive high-activating emotions are essential in English as a foreign language (EFL) learning. However, scant research has examined (1) bidirectional relationships between perceived social support, positive high-activating emotions, and behavioral engagement in EFL learning, (2) as well as the bidirectional mediation of positive high-activating emotions between perceived social support and behavioral engagement using a three-wave cross-lagged design. To address the above two gaps, 841 Chinese EFL learners completed a three-wave survey at two-month intervals. Participants completed three scales measuring positive high-activating emotions, perceived social support, and behavioral engagement in English learning. The results showed that (1) bidirectional relationships existed between perceived social support, positive high-activating emotions, and behavioral engagement, and (2) positive high-activating emotions bidirectionally mediated the relationship between perceived social support and behavioral engagement in EFL learning. The present study extends control-value theory, broaden-and-build theory, and self-determination theory. The findings highlight the importance of fostering perceived social support and behavioral engagement to enhance positive high-activating emotions in EFL learning.