Xinyue Xu

Writing anxiety and writing self-efficacy have become significant factors affecting students’ performance. Additionally, exploring how emotional factors, such as writing enjoyment and boredom, mediate this relationship is essential to understanding students’ writing experiences. This review examines the relationship between writing anxiety and self-efficacy in second language (L2) contexts, highlighting the mediating roles of writing enjoyment and boredom. Findings from previous studies suggest that emotional factors significantly shape students’ writing performance and engagement.

writing anxiety;writing self-efficacy;writing enjoyment;writing boredom

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