A person-centered approach to foreign language learners’ emotions: how emotional profiles are linked with control-value appraisals, engagement, and achievement

Abstract Emotions are gaining increasing attention due to their significant roles in language learning. Although prior research has emphasized the potential for the co-occurrence of emotions within individuals, understanding how this co-occurrence varies among language learners remains limited. This study employs latent profile analysis to identify emotional patterns that emerge among foreign language (FL) learners based on three prevalent emotions: enjoyment, anxiety, and boredom. Control-value theory is applied to explore control and value appraisals as antecedents of emotional profiles, with engagement and achievement as the outcomes of interest. A total of 1,151 Chinese high school EFL learners participated in the study, with data collected via a composite questionnaire. Statistical analysis identified three distinct emotional profiles: mixed, positive, and negative, with the majority of students classified under the mixed profile. Students with higher perceived control and value were more likely to belong to the positive emotional profiles compared to mixed and negative ones. Furthermore, students in positive emotional profiles demonstrated higher levels of engagement and achievement. By implication, language educators and stakeholders are encouraged to acknowledge the differences in student emotions and to explore ways to enhance control and value appraisals as a means to improve emotional well-being and learning outcomes.