Author(s)

Jing Sijia ¹, Cui Jiayi ²

Affiliation(s)

¹ School of Teacher Education, Hebei Normal University, Shijiazhuang, China
² Honors College & School of Education, Shanghai International Studies University, Shanghai, China

Corresponding Author

Cui Jiayi

ABSTRACT

Writing is one of the most important output foreign language skills. The cultivation of foreign language learners' writing skills is a complex and long-term process influenced by both internal and external factors. As the research on positive psychology in the field of second language acquisition goes deeper, exploring academic emotions and positive personality traits has become increasingly imperative. Such investigations hold the potential to offer novel insights and drive educational progress. However, the study on the integration of academic emotions and positive personal traits with specific language skills is relatively deficient. Accordingly, the present study attempts to explore the relationship between learners' foreign language writing anxiety, writing achievement and L2 grit in Chinese context. A total of 256 senior high school students in China participated in the study. The findings exhibit significant correlations between the three variables. Additionally, L2 grit plays a partial mediating role between foreign language writing anxiety and writing achievement. In the end, several relevant implications and suggestions for future research are also put forward.

KEYWORDS

L2 Grit, Foreign Language Writing Anxiety, Writing Achievement, Chinese Senior High School Students

CITE THIS PAPER

Jing Sijia, Cui Jiayi, A Study on the Relationship between Foreign Language Writing Anxiety and Writing Achievement of Chinese Students: the Mediating Role of L2 Grit. Applied & Educational Psychology (2025) Vol. 6: 15-23. DOI: http://dx.doi.org/10.23977/appep.2025.060303.

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