Affective Dimensions of Spanish as a Foreign Language (SFL) Education: Exploring the Interplay of Anxiety, Motivation, and Self-Esteem among Secondary School Students

Morey Rodríguez, Rosa; Ortega Martín, José L.; Fernández Jiménez, Carolina

doi:10.48311/lrr.2026.120761.83189

Affective Dimensions of Spanish as a Foreign Language (SFL) Education: Exploring the Interplay of Anxiety, Motivation, and Self-Esteem among Secondary School Students

Articles in Press

Document Type : Original Article

Authors

Rosa Morey Rodríguez ¹

José L. Ortega Martín ²

Carolina Fernández Jiménez ²

¹ Universidad de Granada, Spain; University of Galway, Ireland

² Universidad de Granada, Spain

10.48311/lrr.2026.120761.83189

Abstract

This study probed the associations among Spanish as a foreign language (SFL) students’ anxiety, motivation, and self-esteem. Beyond mapping the connections between these affective factors, the research also examined the extent to which students’ motivation and anxiety predicted their self-esteem. The data were collected from 118 secondary school students through three validated instruments, namely the Foreign Language Classroom Anxiety Scale, Foreign Language Self-Esteem Scale, and Motivation towards Foreign Languages Survey. The analysis indicated clear patterns of association, with higher levels of anxiety linked to lower levels of both motivation and self-esteem. The results highlighted the importance of addressing emotional factors in foreign language education and suggested that interventions targeting anxiety reduction and the enhancement of self-esteem and motivation could foster a more supportive language learning environment. By demonstrating how affective factors shape SFL learning, the study offered practical insights for policymakers and language educators seeking to promote students’ emotional well-being and engagement.

Keywords

Anxiety

motivation

self-esteem

secondary school students

SFL education

Subjects