The Relationship Between Perceptions of the Learning Environment and Self-Regulated Learning: The Mediating Roles of Academic Emotions, Attributional Styles, and Achievement Goals among French Language Students

Articles in Press

Document Type : Research Article

Authors

Azadeh Fesanghari ¹

Fatemeh Bahrami ²

¹ Assistant Professor in FLE Didactics, Department of French Language and Literature, University of Hakim Sabzevari, Sabzevar, Iran

² Associate professor Of Education Psychology, Department of Education Science, Hakim Sabzevari University, Sabzevar, Iran

https://doi.org/10.22067/lts.2026.99762.1450

Abstract

Self-regulated learning is a key factor in academic success, particularly in foreign language learning, and is influenced by individual and environmental factors. This study examined the relationship between perceptions of the learning environment and self-regulated learning, considering the mediating roles of academic emotions, attributional styles, and achievement goals among French language students. Using a descriptive-correlational design, structural equation modeling (SEM) through AMOS was conducted on data from 117 students at Hakim Sabzevari University, Ferdowsi University of Mashhad, and the University of Tehran (M = 23.11 years). Data were collected using standardized measures of learning environment, achievement goals, academic emotions, attributional styles, and self-regulated learning. The findings showed a significant positive relationship between perceptions of the learning environment and achievement goals, whereas no significant relationships were found with academic emotions or attributional styles. These findings highlight the importance of cognitive-motivational processes in understanding self-regulated learning among French language students.

Highlights

 

Keywords

Self-regulated learning

Perceptions of the learning environment

Academic emotions

Attributional styles

Achievement goals French language students

Subjects

• Language Education

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