Abstract
The study aimed to examine the mediating role of language learning beliefs (LLB) in the relationship between motivation (M) and academic emotions (AE) among Grade 12 senior high school students in Davao City. An explanatory sequential mixed-methods design was utilized, involving 300 students from both public and private senior high schools across eight institutions in the city. Medgraph was used to test whether LLB mediated the relationship between motivation and academic emotions. The findings indicated a significant partial mediation effect. To further explain the quantitative results, interviews and focus group discussions were conducted with 17 participants who were selected from the survey respondents. The qualitative data were integrated with the quantitative findings to provide deeper insight into the relationships among the variables. Participants affirmed the connections and roles of motivation, language learning beliefs, and academic emotions within the mediation model. These confirmations provide strong evidence that language learning beliefs help explain how motivation influences academic emotions in English language learning among Grade 12 senior high school students in Davao City, as reflected in the partial mediation model. Thematic analysis of the qualitative data revealed key themes that generally supported the mediation model and its specific components. The integration of data followed a connecting, merging, and confirmation approach.
