The anxiety–achievement correlation varies across types of language achievement measures¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2019 · checked against its sources 2026-10-17 (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? Moderator analyses revealed effect sizes vary across different types of language achievement measures. → 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?

Meta-analytic moderator analyses of the 216 correlations found heterogeneity "across different types of language achievement measures, educational levels, target languages, and anxiety types." No subgroup effect sizes are 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 — moderator: an instructional effect differs with it

Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — the general claim this finding bears on, with the studies behind it
The anxiety–achievement correlation varies across educational levels, target languages, and anxiety types — related
Type of achievement measure moderates the correlation only when laboratory measures are excluded; course-exam correlation drops to r = .04 — related
L2 anxiety is negatively correlated with L2 achievement, with a mean correlation of r = −.36 across 216 effect sizes — related
Motivational SRL factors correlate with but do not directly predict Japanese EFL learners' proficiency — related
Idiographic diary analyses show daily anxiety relates differently to learning variables in different students, with some students profiting motivationally from anxiety — related

Page metadata

Field	Value
`type`	`claim`
`id`	`anxiety-achievement-varies-by-achievement-measure-type`
`title`	`The anxiety–achievement correlation varies across types of language achievement measures`
`description`	`The anxiety–achievement correlation varies across types of language achievement measures`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2019`
`source_checked`	`2026-10-17`
`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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