Body image and language anxiety: a mixed-methods study of affective factors
Current Psychology, cilt.45, sa.14, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 45 Sayı: 14
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s12144-026-09771-6
- Dergi Adı: Current Psychology
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, BIOSIS, Psycinfo, Biomedical Reference Collection: Corporate Edition (EBSCO), Business Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: Body image satisfaction, Foreign language anxiety, Gender differences
- Van Yüzüncü Yıl Üniversitesi Adresli: Evet
Özet
Despite its marginal presence in the English Language Teaching (ELT) literature, the interplay between body image satisfaction and foreign language anxiety (FLA) constitutes a psychologically salient yet under-theorised domain. This mixed-methods study examined how dissatisfaction with body image relates to language learning anxiety among ELT students in Türkiye. The quantitative strand, comprising 234 participants, employed validated self-report instruments—the Body Esteem Scale (BES) and the Foreign Language Classroom Anxiety Scale (FLCAS)—to assess body image satisfaction and FLA, respectively. Results revealed a robust negative association between body image satisfaction and FLA (r = − 0.50, p = 0.001), indicating that heightened dissatisfaction with one’s physical self may exacerbate anxiety in language learning contexts. Gender demonstrated a moderate positive relationship with FLA (r = 0.30, p = 0.05), with female participants disproportionately affected. Complementing these findings, the qualitative component engaged a purposively selected subsample (n = 10) through semi-structured interviews, uncovering affective dissonance and internalised appearance-related apprehensions, particularly among first-year female students. This subgroup exhibited a pronounced convergence of negative body image and elevated FLA (r = 0.60, p = 0.001), highlighting the psychosocial burden at the intersection of embodied self-perception and academic performance. Collectively, these findings underscore the importance of incorporating body image considerations into FLA frameworks and advocate for holistic pedagogical interventions that address both linguistic and embodied dimensions of anxiety within ELT contexts.