ArticleBMC psychology2025
Understanding the roles of grit and well-being in L2 achievement among Chinese university english learners.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- A closer look at the role of teacher emotional support, L2 grit, and burnout in foreign language achievement.BMC psychology · 2026Article
- The relationship between college students' English learning enjoyment, anxiety, and engagement: the mediating role of grit and the moderating role of flow.Frontiers in psychology · 2026Article
- Classroom interaction and second language grit as predictors of college English achievement: the mediating role of learners' foreign language emotions.Frontiers in psychology · 2026Article
- The effects of perceived teacher support and growth language mindset on learner well-being in AI-integrated environment: the mediating role of generative AI attitude.Frontiers in psychology · 2025Article
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Abstract
backgroundIn recent years, the role of grit in second language (L2) acquisition has begun to attract scholarly interest, but the results of previous studies have been inconsistent. Moreover, with the rapid flowering of positive psychology, the well-being of L2 students and its effect on L2 learning have also come under scrutiny, but existing research has been fragmentary, especially lacking in studies on the effect of well-being on L2 achievement.
methodBased on a questionnaire survey among 343 English major freshmen in a Chinese university, this study explored the predictive effect of “perseverance of effort” (PE) and “consistency of interest”(CI) ‒ the two dimensions of grit ‒ on the learners’ L2 achievement, and the possible mediating roles of the five elements of well-being (i.e., positive emotions, engagement, relationships, meaning and accomplishment) in the relationship between the two dimensions of grit and L2 achievement.
resultsThe findings revealed that PE had no predictive effect on learners’ L2 achievement while CI had significant and positive predictive effect on the latter, and that the mediating effect of well-being was statistically non-significant.
conclusionThe results indicated that L2 students’ consistent interest in and enthusiasm toward L2 learning should be cultivated, and that an L2-specific well-being scale should be developed in order to better reveal the relationships between grit, well-being and L2 achievement.
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