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Unveiling student academic resilience in language learning: a structural equation modelling approach.
Siyu Duan1, Xiaoyu Han1, Xiaoxue Li2
1School of Foreign Languages, Northeast Normal University, Changchun, Jilin Province, 130024, China.
BMC Psychology
|March 28, 2024
Summary
Student academic resilience in English language learning comprises positive individual traits, family, teacher, and peer support. No gender differences were found, but younger students reported higher family support.
Area of Science:
- Educational Psychology
- Second Language Acquisition
Background:
- Academic resilience is crucial for student success in language learning.
- Understanding the structure of resilience and its influencing factors is essential.
Purpose of the Study:
- To investigate the internal structure of academic resilience in English as a foreign language (EFL) learners.
- To assess global and dimensional levels of resilience.
- To examine gender and age-related differences in EFL academic resilience.
Main Methods:
- Exploratory and confirmatory factor analyses were employed.
- 1,653 junior and senior high school EFL learners completed questionnaires.
Main Results:
- A four-factorial structure of EFL academic resilience was identified: positive individual characteristics, family support, teacher support, and peer support.
- No significant gender differences were observed in academic resilience or its subdimensions.
- Junior high school students reported significantly higher family support than senior high school students.
Conclusions:
- Student academic resilience in language learning is a multidimensional construct.
- Family support levels may vary with age/grade level.
- Findings offer insights into supporting EFL learners' resilience.
Keywords:
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