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چکیده
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Emotional states can have significant impacts on education and learning, and when it comes to education, investigating the entire diverse range of emotions experienced in academic settings seems to be of high importance (Pishghadam et al. (2016)), because learning and achievement are "major sources of human emotions today" (Pekrun et al., 2002a, p. 92). Assuming this, Pekrun et al.'s (2002a) study on academic emotions is a shining example of educational research aimed at investigating the emotions experienced in educational settings (Pishghadam et al. (2016)). Emotions are so important that they can influence a person in deciding whether to study a foreign language and whether to continue doing a task in a language classroom or not (Mendez Lopez & Pea Aguilar, 2013). Pekrun and Linnenbrink-Garcia (2014) argued that emotions, especially those relevant in a school setting, can be grouped into four categories. Achievement emotions relate to feelings connected to success and failure in school; examples include enjoyment of learning, other group of emotions relate to cognitive problems encountered while learning; these are labeled epistemic emotions, such as surprise, curiosity, confusion and frustration. The third group of emotions relate to the specific topics that students deal with in the lessons, that is, the content of learning. Topic emotions include instances when students feel empathy towards characters they read about, or when they are disgusted or anxious or feel enjoyment or interest about certain topics. The last group of emotions described are social emotions relating to teachers and peers in the classroom. Examples of such emotions are love, sympathy, compassion, admiration, contempt, envy, anger or social anxiety Piniel and Albert (2018). Johnmarshall Reeve (2005, p. 294) offers a good discussion of emotion and its definitional issues. Reeve settles on a multidimensional definition: “Emotions are short-lived, feeling arousal- purposive-expressive phenomen
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