The Moderating Effect of Learning Motivation on the Relationship Between Anxiety and Academic Performance in Bilingual Teaching Environments

Sijie  Li

doi:10.54691/8ec7zj64

Authors

Sijie Li

DOI:

https://doi.org/10.54691/8ec7zj64

Keywords:

Bilingual teaching; learning motivation; anxiety; academic performance; moderating effect.

Abstract

In the context of deepening globalization, bilingual teaching has become an important educational model for cultivating talents with cross-cultural communication abilities and is widely applied in various schools. However, learners in bilingual teaching settings commonly face anxiety caused by language switching, cultural adaptation, and related challenges, which in turn affect their academic performance. This study focuses on the moderating mechanism of learning motivation in the relationship between anxiety and academic performance. By analyzing the unique characteristics of bilingual teaching environments, it explores how learning motivation buffers the negative impact of anxiety on academic outcomes and proposes a set of intervention strategies based on the moderating effect, providing both theoretical support and practical reference for optimizing bilingual teaching practices.

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