The relationship between individual differences and Spanish achievement among Chinese undergraduate students.

Self-confidence remained marginally significant ( β = 0.11, p = 0.01), suggesting a slight reduction in its effect after introducing motivational factors.

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Additionally, participants show a medium-low level of language anxiety in the institutional context of Spanish as a foreign language (ELE) and experience a positive trend towards changes in their social identity, particularly when it comes to self-confidence.

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Subtractive change and additive change did not reach statistical significance.

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