The Relationship Among Student Translators' Perceived Teacher Support, Translation Learning Emotions, and Translation Learning Achievement

ABSTRACT The crucial role of perceived teacher support in learners' emotions and achievement has been recognised in general foreign language learning. However, limited research has explored its impact on shaping domain‐specific emotions and achievement, especially in translation. Drawing on Positive Psychology, this mixed‐method study examined the interplay between teacher support, translation learning emotions (i.e., enjoyment and anxiety), and translation learning achievement (i.e., self‐perceived translation proficiency and actual performance measured by final grade) among Chinese university student translators. Data gathered from 212 Chinese student translators indicated that participants reported a high level of perceived teacher support (PTS), a moderate degree of translation learning enjoyment (TLE) and a low to moderate level of translation learning anxiety (TLA). Correlation analysis indicated that PTS, TLE, TLA and self‐perceived translation proficiency (SPTP) were closely related. By contrast, actual translation achievement (ATA) was found not to correlate with other observed variables. Finally, mediation analysis suggested that TLE and TLA mediated the relationship between PTS and SPTP and TLE was a stronger mediator than TLA. The study emphasises the importance of integrating Positive Psychology principles into language education to promote learners' holistic development and enhance positive language learning practices.