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Using a quantitative design, 300 participants completed an adapted Achievement Emotions Questionnaire-Short (AEQ-S). Kruskal-Wallis tests revealed significant context-based differences between high- and low-achieving learners’ emotional experiences. ANOVA showed learning styles shape achievement emotions except anxiety and relief. Results support context-sensitive, emotionally responsive teaching approaches to improve academic success.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/achievement-emotions-their-relationship-with-academic-performance-and-learning-styles-in-efl-learners/594293/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/achievement-emotions-their-relationship-with-academic-performance-and-learning-styles-in-efl-learners/594293.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the main purpose of this study?","Question",{"text":111,"@type":112},"The study investigates the relationship between achievement emotions, academic performance, and learning styles in EFL learners.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How were achievement emotions measured?",{"text":116,"@type":112},"Participants completed an adapted version of the Achievement Emotions Questionnaire-Short (AEQ-S). The instrument assessed emotional experiences across classroom-related, testing-related, and self-directed learning contexts.",{"name":118,"@type":109,"acceptedAnswer":119},"Do learning styles affect all types of achievement emotions?",{"text":120,"@type":112},"Learning styles significantly influenced achievement emotions, except for anxiety and relief, indicating a selective relationship between learning styles and emotional responses.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594293,1792079624,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (1), 102451 (2025)  \n[https://doi.org/10.29140/ajal.v8n1.102451](https://doi.org/10.29140/ajal.v8n1.102451)  \nAchievement emotions: Their relationship with academic performance and learning styles in EFL learners  \nEMAN ALZAANINa  \naCollege of Languages and Translation, King Khalid University, Abha, Kingdom of Saudi Arabia  \nI have no known conflict of interest to disclose.  \nCorrespondence about this article should be addressed to: [ealzaanin@kku.edu.sa](ealzaanin@kku.edu.sa)  \nAbstract  \nThis study examines the relationship of achievement emotions to academic performance and to learning styles in English asa Foreign Language (EFL) learners, a largely unexplored area of research. Employing a quantitative research design, 300 participants from the Applied College at a public university completed an adapted version of the Achievement Emotions Questionnaire-Short (AEQ-S) by Bielekeetal. (2021). This instrument assessed emotional experiences across classroom-related, testing-related, and self-directed learning contexts. Kruskal-Wallis tests identified significant differences in emotional experiences between high-and low-achieving students across the three contexts, with high achievers experiencing heightened positive emotions and low achievers, negative ones. Moreover, there was variation in experiences of achievement emotions across the different academic settings for all achievement levels, highlighting the need for contextsensitive teaching strategies. ANOVA further demonstrated that learners’ distinct learning styles significantly influenced experiences of achievement emotions with the exception of anxiety and relief, indicating that adaptation of instructional methods to learning styles can play a crucial role in shaping students’ emotional responses. These findings may offer insights for developing emotionally responsive pedagogical strategies, ultimately enhancing academic success among EFL students.  \nKeywords: achievement emotions; EFL learning; academic performance; learning styles; control-value theory.  \nAchievement Emotions: Their Relationship to Academic Performance and to Learning Styles in EFL Learners  \nRecent research has increasingly highlighted the pivotal role of achievement emotions, also known as academic emotions, in second language (L2) learning, emphasising their profound influence on the dynamics and outcomes ofL2 learning (Fan & Xu, 2018; Pan, 2022; Pekrun et al., 2017) . Achievement emotions are defined as emotions related to achievement outcomes or achievement activities (Pekrun, 2006) . What makes achievement emotions distinctive is their close association with students’ assessments of success or failure and their active engagement in academic tasks, reflecting a complex interplay between emotional, motivational, and cognitive processes (Pekrun, 2019; Pekrun & Stephens, 2010; Putwain et al., 2018) .  \nPositive achievement emotions, such as enjoyment of learning or pride in one’s achievements, generally enhance cognitive functioning and persistence (Li & Wei, 2023; Shao et al., 2019) . MacIntyre and Gregersen (2012) argue that positive achievement emotions facilitate language learning by enhancing language skills and promoting personal growth. Positive achievement emotions also drive behaviours that support learning, such as boosting self-efficacy, improving focus, and reducing defensiveness, all of which contribute to language development (MacIntyre & Vincze, 2017; Shao et al., 2019) . However, Pekrun et al. (2017) warn that overreliance on positive emotions may reduce the effort learners invest in their studies.  \nOn the other hand, negative achievement emotions, such as anxiety when taking exams or disappointment about unattainable learning goals, are typically seen as detrimental, as they can diminish motiv","cbCaidfxGCGDu5uu","https://ap.wps.com/l/cbCaidfxGCGDu5uu","pdf",419818,26,"English","# Abstract\n## Method and instrument\n## Key findings by achievement level\n## Learning styles and emotional responses\n## Implications for teaching","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study investigates the relationship between achievement emotions, academic performance, and learning styles in EFL learners.\"},{\"question\":\"How were achievement emotions measured?\",\"answer\":\"Participants completed an adapted version of the Achievement Emotions Questionnaire-Short (AEQ-S). The instrument assessed emotional experiences across classroom-related, testing-related, and self-directed learning contexts.\"},{\"question\":\"Do learning styles affect all types of achievement emotions?\",\"answer\":\"Learning styles significantly influenced achievement emotions, except for anxiety and relief, indicating a selective relationship between learning styles and emotional responses.\"}]","Achievement emotions: Their relationship with academic performance and learning styles in EFL learners | PDF",1792078886,66]