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Microsystem components and EFL achievement in adolescence: A network analysis
Tao Wang1, Qi Zhou1, Keyi Yin1
1School of Psychology, Qufu Normal University, 57 Jingxuan West Rd, Qufu, Jining, Shandong, 273165, China.
Acta Psychologica
|February 6, 2026
Summary
Student engagement, teacher support, and family SES positively impact English learning. Parental support is crucial for connecting different environmental factors in adolescent foreign language achievement.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Sociolinguistics
Background:
- Ecological systems theory provides a framework for understanding how various environmental contexts influence development.
- Adolescent English as a Foreign Language (EFL) achievement is influenced by a complex interplay of individual, family, school, and peer factors.
- Previous research has often examined these factors in isolation, necessitating a holistic approach.
Purpose of the Study:
- To investigate the collective relationships between microsystem components and English as a Foreign Language (EFL) achievement in Chinese middle school students.
- To model the network of associations among individual characteristics, family, school, and peer environments and their impact on EFL success.
- To identify key factors and pathways influencing adolescent foreign language acquisition.
Main Methods:
- Cross-sectional survey administered to 1395 Chinese middle school students.
- Network analysis used to map the direct and indirect relationships between microsystem variables and EFL achievement.
- Statistical modeling to examine the centrality and bridging roles of specific factors.
Main Results:
- Study engagement (dedication, vigor), teacher support, and family socioeconomic status (SES) showed direct positive associations with EFL achievement.
- Student cohesiveness, classroom order, classmate support, and friend support had weak negative associations with EFL achievement.
- Dedication emerged as a central network node, while parental support acted as a key bridging factor.
Conclusions:
- Microsystem influences on EFL achievement are multifaceted, operating through various pathways with differing magnitudes.
- The impact of these associations varies by developmental stage, highlighting differences between junior and senior high school students.
- An integrative, system-level approach is essential for enhancing adolescent foreign language learning outcomes.
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