In light of the growing global enthusiasm for learning Chinese, understanding the psychological factors influencing Chinese language learners-particularly the impact of anxiety on second language Chinese achievement (hereafter "Chinese achievement")-is essential for improving teaching effectiveness. However, the specific effects and magnitude of this relationship remain a topic of academic debate. Grounded in the Control-Value Theory, this study employs a meta-analytic approach to synthesize findings from 23 empirical studies, encompassing 58 independent effect sizes and a total of 4,191 parti...
