Supplementary file 1_Emotional vigilance under perceived continuous evaluation in foreign

A study from 2026 examines the relationship between perceived continuous evaluation, emotional vigilance, and learning outcomes among Chinese university students in foreign language classrooms. Authored by Zhihui Ding and shared under a CC-BY-4.0 license, the dataset is a 13.3 KB document containing the study's results. The findings suggest evaluative classroom conditions are associated with both linguistic development and psychological adaptation.

Use Cases

• Analyzing the mediating role of primary emotional vigilance between evaluative contexts and learning outcomes, as described in the study.
• Comparing the effects of primary versus secondary emotional vigilance on perceived learning outcomes in evaluative settings.
• Conducting multi-group analyses to test the consistency of associations across different learner subgroups.
• Investigating the psychological adaptation of students to conditions of visibility, feedback, and judgment in educational contexts.

Strengths

• Dataset is openly shared under a permissive CC-BY-4.0 license.
• The study provides a specific focus on Chinese university students in foreign language learning contexts.
• Last updated date is explicitly provided: 2026-05-12.

Limitations

• Dataset scale is very limited at 13.3 KB, suggesting a small document rather than a large data collection.
• Column-level documentation and sample data are unavailable, making data structure and variables unclear.
• The data may reflect geographic and cultural bias inherent to the specific sample of Chinese university students.

Provenance

Source

figshare

Collection Method

Likely collected via survey or self-report instruments from Chinese university students, as inferred from the description.

Freshness

Last updated 2026-05-12 12:56:03.

Geography

China