The anxiety–achievement correlation varies across educational levels, target languages, and anxiety types¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2019 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Effect sizes vary across educational levels, target languages, and anxiety types. → Yasser Teimouri 2019
Evidence¶
Yasser Teimouri 2019¶
Yasser Teimouri, Julia Goetze, and Luke Plonsky. (2019). SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS. Studies in Second Language Acquisition, Volume 41, Issue 2. https://doi.org/10.1017/S0272263118000311
q3 · i? · quant-synthesis · r?
The same moderator analyses found the anxiety–achievement relationship varied by "educational levels, target languages, and anxiety types." Subgroup statistics are not printed in the available text.
"Moderator analyses revealed effects sizes to vary across different types of language achievement measures, educational levels, target languages, and anxiety types."
Discussion¶
Learner Variables¶
- Affect Regulation — predictor: learners who differ on it differ in outcomes
- Academic Anxiety — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The anxiety–achievement correlation varies across types of language achievement measures — related
- Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — related
- L2 anxiety is negatively correlated with L2 achievement, with a mean correlation of r = −.36 across 216 effect sizes — related
- SES–learning effect sizes did not differ by SES indicator or outcome type in an umbrella review's meta-regressions; differences by grade level and study year rested on one or two effect sizes — related
- Motivational SRL factors correlate with but do not directly predict Japanese EFL learners' proficiency — related
- Early studies of the relationship between anxiety and achievement produced mixed and confusing results — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
anxiety-achievement-moderators-levels-languages-anxiety-types |
title |
The anxiety–achievement correlation varies across educational levels, target languages, and anxiety types |
description |
The anxiety–achievement correlation varies across educational levels, target languages, and anxiety types |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-16 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yasser-teimouri-2019 |
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