Effect of Perceived Teacher Support on Foreign Language Emotions in Primary School Students

This study examined the effects of perceived teacher support on foreign language emotions (enjoyment, anxiety, and boredom) of primary school students and explored whether these effects varied by gender using multigroup analysis. A questionnaire survey was administered to 405 primary school students in China. Results showed that emotional support was positively associated with enjoyment and negatively associated with boredom, whereas instrumental support was associated with greater enjoyment and lower anxiety. Appraisal support was negatively related to boredom in males but not in females, whereas emotional support was negatively related to anxiety in females but not in males. Informational support had no significant relationship with any emotional outcome. These findings highlight the importance of tailored support strategies in foreign language teaching to meet diverse emotional needs of primary school students. Educational implications are discussed.