From motivation to communicative readiness in blended CSL: academic emotions and academic self-efficacy as theory-specified indirect pathways.
Frontiers in psychology · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
Chinese as a second languageL2 willingness to communicateacademic emotionsacademic self-efficacyblended CSL learninglearning motivationstructural equation modeling
Come citare questo studio
Xinying Lyu. (2026). From motivation to communicative readiness in blended CSL: academic emotions and academic self-efficacy as theory-specified indirect pathways.. Frontiers in psychology. DOI: 10.3389/fpsyg.2026.1880186
Consulta la pubblicazione originale ↗