Unpacking the Relationships among Attitudes, Grit, and Task Enjoyment in L3 Spanish Persistence: A Moderated Mediation and fsQCA Approach

Background While learner engagement remains a cornerstone of L2 English learning, the arduous and multifaceted nature of L3 or LOTE (languages other than English) learning necessitates a heightened emphasis on persistence. Nonetheless, the interplay of positive orientations (e.g., attitudes), personality traits (e.g., grit), and emotions (e.g., task enjoyment) remains under-explored in SLA research due to the limitations of traditional linear approaches. By adopting a dual-analytical framework integrating Hayes’ PROCESS-based moderated mediation and fsQCA, this work seeks to uncover the complex pathways driving L3 Spanish persistence. Methods Data were gathered from a sample of 306 Chinese university students within the L3 Spanish context to assess foreign language attitudes (FLA), grit (FLG), task enjoyment (FLTE), and Spanish learning persistence (SLP). While the moderated mediation model substantiated the associations among variables, fsQCA mapped multiple configurational pathways resulting in high persistence. Results Moderated mediation analysis indicated FLG as a significant mediator between FLA and SLP (β = 0.181, p < 0.01 ) . FLTE was shown to negatively moderate the FLG–SLP link (β = −0.191, p < 0.05), with the indirect effect diminishing at high levels of FLTE. FsQCA identified two distinct configurations for high SLP, with FLTE acting as a core condition in both pathways. Conclusions By integrating linear and configurational approaches, this study reveals that L3 persistence is driven by a functional substitution between traits and emotions. High FLTE can effectively compensate for lower levels of FLG, providing a more nuanced understanding of learner retention than traditional linear models in the LOTE context. Implications The current study extends the Broaden-and-Build theory to LOTE contexts, offering valuable insights for educators to utilize emotional buffering and diverse learner profiles to promote long-term learning commitment.