From support and interaction to continuance: affective pathways and the bright side of cognitive load in English-medium instruction.

Yi W

DOI: 10.3389/fpsyg.2026.1806932
Published: 2026
Container: Frontiers in psychology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1806932,
  title = {From support and interaction to continuance: affective pathways and the bright side of cognitive load in English-medium instruction.},
  author = {Yi W},
  year = {2026},
  journal = {Frontiers in psychology},
  doi = {10.3389/fpsyg.2026.1806932},
  url = {https://doi.org/10.3389/fpsyg.2026.1806932}
}

RIS

TY  - JOUR
TI  - From support and interaction to continuance: affective pathways and the bright side of cognitive load in English-medium instruction.
AU  - Yi W
PY  - 2026
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2026.1806932
UR  - https://doi.org/10.3389/fpsyg.2026.1806932
ER  -

APA

W, Y. (2026). From support and interaction to continuance: affective pathways and the bright side of cognitive load in English-medium instruction.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1806932

Source records

pubmed · retrieved 2026-11-10T15:54:32.627Z