Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis

Based on theories of emotion contagion and social appraisal in interpersonal affect transfer the control-value theory achievement emotions, present study examined associations between students’ perceptions peer emotions their own self-perceived English as a foreign language (EFL) classrooms. Data were collected from 103 seventh to ninth grade classrooms ( n = 3,643) using self-report questionnaires. Doubly latent multilevel structural equation modeling showed that perceived enjoyment, anxiety boredom, corresponding for learning, positively related effects boredom student mediated by control value appraisals at individual level. At class level, however, mediation only significant mediator boredom. Effects robust across gender previous achievement. The discussion centers practical implications interactions promoting development classroom instruction.