ArticleBMC psychology2024
Unveiling student academic resilience in language learning: a structural equation modelling approach.
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, 21 citations in OpenAlex.
- Exploring the parallel mediating roles of self-regulation, motivation, and self-efficacy in the relationship between shame and growth mindset.BMC psychology · 2026Article
- Understanding student optimism through academic grit, social connectedness, and resilience.Frontiers in psychology · 2026Article
- The relationship between mindfulness and second language resilience among Chinese English majors: the mediating role of academic hope.BMC psychology · 2025Article
- Exploring the mediating roles of motivation and boredom in basic psychological needs and behavioural engagement in English learning: a self-determination theory perspective.BMC psychology · 2025Article
- Reconceptualizing English language learning resilience from positive psychology: scale development and psychometric validation.Frontiers in psychology · 2025Article
- Unraveling the Relationship Between English Learning Burnout and Academic Achievement: The Mediating Role of English Learning Resilience.Behavioral sciences (Basel, Switzerland) · 2024Article
- Investigating academic resilience in learning English: an ecological context of undergraduate students.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.