How foreign language curiosity and shyness shape learning engagement, with emotions as mediating roles

This study investigated a sample of 339 Chinese undergraduates majoring in Thai to examine how personality traits (shyness and curiosity) and foreign language emotions (enjoyment, peace of mind, anxiety, and boredom) jointly predict foreign language classroom engagement through both direct and indirect pathways. Structural equation modelling revealed that shyness exerted a detrimental influence on foreign language learning, whereas curiosity exerted a facilitative influence, outweighing the impact of shyness. Mediation analyses further indicated that specific emotional variables served as mediating mechanisms between personality traits and engagement. Psychological network analysis positioned engagement at the core of the network structure, while preliminary evidence suggested an inverted-U, non-linear association between curiosity and engagement. The study concludes by outlining pedagogical implications and proposing tailored instructional strategies designed to enhance classroom engagement.