Academic jealousy, attitudes, and motivation in relation to foreign language learning effort: a structural equation modeling approach

TL;DR

This study explores how academic jealousy affects university students' efforts in learning English through their attitudes and motivation.

Contribution

The study introduces a structural equation model linking academic jealousy to language learning effort via attitudes and motivation.

Findings

Academic jealousy positively affects attitudes and intrinsic motivation for English learning.

Academic jealousy negatively affects extrinsic motivation for English learning.

Attitudes and motivation positively influence foreign language learning effort.

Abstract

As the academic landscape of the 21st century has become increasingly competitive, emotion-related processes have attracted growing attention as potential influences on learners’ engagement in foreign language study. Accordingly, the current study aims to investigate the effect of academic jealousy of university students studying in the field of English on their foreign language learning efforts through attitude toward foreign language learning and motivation.

This study employed a cross-sectional survey model, a commonly used approach within quantitative research. The study sample comprised 360 university students enrolled in English language programs during the 2024–2025 academic year. Academic Jealousy Scale, Attitudes Toward Foreign Language Learning Scale, Motivation Scale Intended for Learning English, and Foreign Language Learning Effort Scale were used to collect data. The theoretical model of foreign language learning effort and the effects of variables were analyzed through structural equation modeling.

The findings indicated that academic jealousy levels of participants have a positive and significant effect on their attitudes toward foreign language learning and intrinsic motivations toward learning English. However, academic jealousy has a negative and significant effect on the levels of extrinsic motivation toward learning English. Furthermore, attitudes toward learning a foreign language, intrinsic and extrinsic motivation levels toward learning English were found to have a positive and significant effect on foreign language learning effort.

Overall, the study suggests that academic jealousy is a meaningful emotional factor in English learning that relates to students’ attitudes, motivation, and sustained learning effort. These findings highlight the value of supportive, learning-focused instructional practices that reduce negative social comparison and foster more persistent engagement.

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