Classroom interaction and second language grit as predictors of college English achievement: the mediating role of learners' foreign language emotions.
- DOI
- 10.3389/fpsyg.2026.1797140
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
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limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1797140,
title = {Classroom interaction and second language grit as predictors of college English achievement: the mediating role of learners' foreign language emotions.},
author = {Lu Q and Du Y and Zhai C and Liu W and Xu J},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1797140},
url = {https://doi.org/10.3389/fpsyg.2026.1797140}
}RIS
TY - JOUR TI - Classroom interaction and second language grit as predictors of college English achievement: the mediating role of learners' foreign language emotions. AU - Lu Q AU - Du Y AU - Zhai C AU - Liu W AU - Xu J PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1797140 UR - https://doi.org/10.3389/fpsyg.2026.1797140 ER -
APA
Q, L., Y, D., C, Z., W, L., & J, X. (2026). Classroom interaction and second language grit as predictors of college English achievement: the mediating role of learners' foreign language emotions.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1797140
Source records
- pubmed · retrieved 2026-11-10T10:36:52.648Z