Xiaoxue Li

Grounded in positive psychology and Conservation of Resources theory, the current study examines the associations between English learning buoyancy and English learning burnout among 401 Chinese senior high school EFL learners. Adopting a cross-sectional, quantitative approach, the research operationalised these constructs through the English Learning Buoyancy Scale and a context-specific, two-dimensional burnout instrument comprising exhaustion and demotivation. The results showed that the mean score for English learning buoyancy (M = 4.44, SD = 1.30) was above the theoretical scale midpoint, whereas mean scores for exhaustion (M = 2.11, SD = 1.41) and demotivation (M = 2.64, SD = 1.41) remained below the midpoint. Pearson correlation analyses revealed a robust and significant inverse association between English learning buoyancy and exhaustion (r = −0.461, 95% BCa CI [−0.559, −0.346], p < 0.001) and demotivation (r = −0.682, 95% BCa CI [−0.744, −0.608], p < 0.001). The association was significantly stronger for demotivation than for exhaustion. These findings indicate that learners who reported a greater capacity to navigate routine linguistic setbacks also tended to report lower levels of burnout, suggesting that buoyancy and burnout covary negatively among Chinese senior high school EFL learners. These baseline findings suggest that buoyancy is closely linked to lower burnout, particularly lower demotivation, and provide a foundation for future longitudinal and intervention research in senior high school EFL classrooms.

While the positive influence of growth language mindset (GLM) on academic outcomes is well‐documented, its multidimensional mechanisms and learner heterogeneity remain under‐explored. To bridge this gap, this study examined how a multifaceted GLM, comprising general language intelligence beliefs, second language aptitude beliefs, and age sensitivity beliefs, relates to academic buoyancy and behavioural engagement. Variable‐centred Set‐Exploratory Structural Equation Modelling revealed dimension‐specific pathways: second language aptitude beliefs enhanced behavioural engagement via academic buoyancy, whereas general language intelligence beliefs exerted a direct positive effect. Complementing this, person‐centred Latent Profile Analysis based on GLM indicators identified four distinct learner profiles: ‘Fixed‐oriented Mindset’ (16.4%), ‘Low Growth Mindset’ (22.2%), ‘Moderate Growth Mindset’ (22.7%), and ‘High Growth Mindset’ (38.6%). Subsequent comparisons demonstrated a clear gradient, with ‘High Growth Mindset’ exhibiting the highest buoyancy and engagement. These findings elucidate the nuanced structural pathways and unobserved heterogeneity of GLM, underscoring the need for dimension‐specific and tailored pedagogical interventions to optimize language learning engagement.

L2 (second language) grit, an essential personal resource involving perseverance of effort and consistency of interest, has been well documented via a variable-centred method. The current study employed latent profile analysis (LPA), a person-centred approach, to identify the potential profiles of L2 grit, moving beyond previous studies by recognizing student heterogeneity. Drawing on the conservation of resources (COR) theory, this study also examined the relationship between L2 grit, foreign language anxiety, and achievement within the identified profiles of L2 grit. Three profiles of L2 grit were disclosed, namely, “medium effort and interest”, “great effort but weak interest”, and “great effort and interest”. The facilitative function of foreign language anxiety on achievement was realised only for those within the “great effort and interest” profile, which was interpreted as the optimal configuration of personal resources from the lens of COR theory. This study generated insights for future studies on this topic.

While teacher resilience, as a multidimensional construct, has been increasingly focused in recent years, there is still a dearth of exploration into the inner structure of resilience with a highlight of characteristics of language teachers. To fill this gap, the current study developed a language teacher resilience scale and assessed it among 3992 Chinese high school English as a foreign language (EFL) teachers. The exploratory and confirmatory factor analyses confirmed the acceptable fit of the 22‐item EFL teacher resilience scale and yielded a four‐factorial structure of EFL teacher resilience involving professional, emotional, social, and cultural dimensions. Cultural dimension is newly developed and mirrors the specific features of language teacher resilience. Based on the findings, implications are provided for future research on language teacher resilience.

This paper aims to investigate the internal structure of student academic resilience in language learning, to assess its global and dimensional levels and to examine the gender and age-related differences. Therefore, 1,653 English as a foreign language (EFL) learners, including junior and senior high school students were selected as participants to complete the questionnaires. The results of exploratory and confirmatory factor analyses unveiled a four-factorial structure of student academic resilience in English learning, including positive individual characteristics, family support, teacher support and peer support. In addition, there were no significant differences between male and female students in terms of academic resilience in English learning and its four subdimensions. Only the level of family support for junior high school students was significantly higher than that of senior high school students. The findings, implications, and limitations of language learning academic resilience were discussed.

Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within their immediate social environments. Nevertheless, little is known about the intricate links among dimensions of perceived EFL teacher support and academic achievement as well as the mediating function of personalities (e.g., academic buoyancy). To close these gaps, in the current study, a quantitative approach was used to examine the effects of particular dimensions of students’ perceived EFL teacher support (i.e., academic, emotional, and instrumental support) on educational outcomes. The mediating role of academic buoyancy was also investigated. A total of 402 Chinese senior high school students who learn English as a foreign language were invited to complete the questionnaires to evaluate their academic buoyancy and three types of perceived EFL teacher support. The results of structural equation modelling indicate that none of these three dimensions of students’ perceived EFL teacher support could directly predict academic achievement. Students’ perceived EFL teacher support could only indirectly affect educational outcomes via the complete mediation of academic buoyancy. This study provides teachers with tips on fostering students’ personality traits and aiding their academic progress.