Perceived Psychologically Controlling Teaching and Foreign Language Learning Engagement: Indirect Associations Through Foreign Language Anxiety and the Moderating Role of L2 Grit

Foreign language learning engagement (FLLE) is central to sustained classroom involvement, yet little is known about how perceived psychologically controlling teaching (PPCT), foreign language anxiety (FLA), and L2 grit are jointly associated with FLLE among Chinese senior high school students. This study combined structural equation modeling (SEM) and psychological network analysis (PNA) in 285 Chinese EFL learners. SEM tested a moderated indirect association model, whereas PNA estimated conditional associations across FLLE dimensions. PPCT was positively associated with FLA and negatively associated with FLLE, with a significant indirect association through FLA. L2 grit was positively associated with FLLE but did not attenuate the negative association between FLA and FLLE. Instead, the negative association between FLA and FLLE became stronger at higher levels of grit. Dimension-specific sensitivity analyses indicated that this conditional pattern was heterogeneous across engagement dimensions, with the most consistent evidence observed for emotional engagement. PNA revealed selective dimension-level connections among PPCT, FLA, L2 grit, and engagement dimensions, with emotional engagement showing the highest expected influence. These findings suggest that higher L2 grit does not necessarily buffer the negative association between FLA and engagement and highlight the importance of reducing psychologically controlling teaching and anxiety-provoking classroom experiences.