ArticleBMC psychology2024
Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Academic stress and university students' dependency on generative artificial intelligence: a multiple mediation model using PLS-SEM.BMC psychology · 2026Article
- Exploring associations between positive psychological and school adjustment of EFL learners using the PERMA framework: roles of coping style and negative emotions.Frontiers in psychology · 2026Article
- Academic stress among radiography students: Examining the impact of GPA and class level on student well-being and performance.Journal of education and health promotion · 2026Article
- Academic expectations stress, its associations with symptoms of depression and anxiety, and preliminary exploration of suicidality: results from a National Youth Mental Health Survey in Singapore.Frontiers in psychology · 2026Article
- The impact of self-efficacy on psychological resilience in EFL learners: a serial mediation model.BMC psychology · 2025Article
- The role of hope, academic thriving, and adaptive coping in fostering peace of mind among university students: a mixed-methods study.Frontiers in psychology · 2025Article
- When Technology Meets Anxiety:The Moderating Role of AI Usage in the Relationship Between Social Anxiety, Learning Adaptability, and Behavioral Problems Among Chinese Primary School Students.Psychology research and behavior management · 2025Article
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Authors and funding
1 author.
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Abstract
This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive coping, and academic resilience) to gain insights into the perceived English proficiency of EFL (English as a foreign language) learners. These variables have been overlooked in previous literature despite their importance in understanding learning outcomes. A total of 395 undergraduate students from a Taiwanese university participated in this study. Through the use of structural equation modeling, the hypotheses in the research model were tested. The findings of this research are as follows: (1) Academic expectation stress has a significant and negative impact on EFL learners' perceived English proficiency; (2) Academic resilience positively predicts EFL learners' perceived English proficiency; (3) Academic resilience mediates the relationship between academic expectation stress and perceived English proficiency; (4) Adaptive coping mediates the relationship between academic expectation stress and academic resilience. These results add valuable insights to the existing literature in EFL teaching and learning, shedding light on the dynamics of these variables.
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