A systematic review and meta-analysis on achievement emotions, working memory and student-teacher relationship during second language learning in primary school

Clinical Snapshot

Key Findings

• P Value: Significant negative association with anxiety, positive with working memory and enjoyment

• Effect Size: Not specified in abstract

• Primary Outcome: Second language learning performance in primary school children

• Nnt Or Sensitivity: Not applicable - observational meta-analysis of correlational studies

• Confidence Interval: Not reported

Clinical Application

Highly feasible - involves assessment and support of existing educational factors rather than new interventions Directly relevant to Australian primary schools with significant ESL populations, aligns with ACARA language learning frameworks and multicultural education policies Primary school children in multilingual educational settings, particularly relevant for ESL programs

Abstract

Learning is a multidimensional process resulting from the interaction between cognitive and emotional factors within the learning context; in this respect the quality of the student-teacher relationship plays a significant role. Although the literature suggests that cognitive processes and emotions experienced during learning and task performing play a central role in academic achievement, it remains unclear how these factors interact with socio-affective factors in explaining academic performance, particularly in second language (L2) learning from primary school. This systematic review and meta-analysis focused on the studies that jointly or individually investigated the role of emotional factors (achievement emotions), socio-affective factors (student-teacher relationship) and cognitive factors (working memory) in L2 learning during primary school. Our sample contained 19 primary studies with 5,340 participants involved in at least one of the factors of our interest. 16 out of 19 studies were included in the meta-analysis. Our results showed a positive correlation between working memory and L2 learning, differentiated effects of achievement emotions, with a significant negative association with anxiety, and a small but positive association with enjoyment. The student-teacher relationship was supported only by qualitative evidence, however, showing a protective effect of emotional closeness to the teacher in the learning process in the presence of negative emotions such as anxiety. Findings support the importance of integrating cognitive, emotional, and relational factors to understand L2 learning in primary school. Further empirical research focusing on positive emotions and relational dynamics in different educational contexts is needed.

References

1. 1.Trotta, E., Semeraro, C., Gatti, M., Coppola, G., Mammarella, N., & Palladino, P. (2026). A systematic review and meta-analysis on achievement emotions, working memory and student-teacher relationship during second language learning in primary school. *PLoS One*, Article 0350119. https://doi.org/10.1371/journal.pone.0350119