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Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students' perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from 103 seventh to ninth grade classrooms (n = 3,643) using self-report questionnaires. Doubly latent multilevel structural equation modeling showed that perceived peer enjoyment, anxiety and boredom, and students' corresponding emotions for language learning, were positively related and that the effects of perceived peer enjoyment, anxiety and boredom on corresponding student emotions were mediated by control and value appraisals at the individual level. At the class level, however, the mediation effects were only significant for control appraisal as a mediator of effects on anxiety and value appraisal as a mediator of effects on boredom. Effects were robust across grade level, gender and previous language achievement. The discussion centers on the practical implications of peer emotion interactions for promoting foreign language development in classroom instruction. [ABSTRACT FROM AUTHOR]

The concept of contagion defines how attitudes, emotions, or behaviors spread within a specific group. Traditional models of social contagion account for network characteristics that define the spread of simple or complex ideas based on the degree of exposure of susceptible agents to their affected "contact neighborhood". However, these models understate two principal characteristics of real-world dynamics: (i) the competition among ideas of varying degrees of complexity (as observed in voting models) and (ii) the feedback-driven evolution of contagion complexity. Certain network features (e.g., network size, topology, neighborhood size) might favor the diffusion of competing simple or complex ideas, depending on their distinct characteristics. Furthermore, the dominant behavior disseminated may alter the agent's operational environment, thereby modifying the cost of influencing additional agents. For instance, in co-evolutionary games such as the tragedy of the commons, encouraging agents to collaborate in the context of abundant and untapped resources requires a costly and complex contagion; conversely, in situations of resource depletion, prompting agents to reduce excessive exploitation is less costly—in line with the pathway of simple contagion. In this report, we develop an agent-based model that incorporates all of these aspects. • We build a Socio-ecological model of pro-environmental behavior linked to resource use. • Varied social network configurations influence behavior spread in our analysis. • Social relationships crucial in coordinating collective action. • Results emphasize social ties' crucial role in coordinating collective efforts. [ABSTRACT FROM AUTHOR]