Boundary conditions for foreign language talent public service output

Against the backdrop of accelerating globalization, the effective deployment of foreign language talent in the public sector poses a challenge for educational systems worldwide. This study conceptualizes foreign language talent development and application as a Psychological Competence Transformation System, aiming to identify Critical Psychological Control Points and System Boundary Conditions that govern system output.

A quantitative survey was administered to 108 English majors from universities in a province of China to investigate the structural relationships among Language Self-Efficacy (LSE), Intercultural Communicative Competence (ICC), Public Service Motivation (PSM), and Language Anxiety (LA) in relation to the system performance metrics: Public Service Willingness (PSW) and Perceived Communication Effectiveness (PCE). Reliable scales (Cronbach's α > 0.84) were used.

Descriptive results indicated high PSM (M = 3.62) and PSW (M = 3.69), but relatively low LSE (M = 2.92), suggesting LSE as a potential system bottleneck. Multiple regression analysis identified LSE, ICC, and PSM as primary System Control Points, all significantly and positively predicting PSW and PCE. Crucially, the structural modeling revealed a key transformation pathway: LSE significantly enhances PSW indirectly by activating PSM (mediation effect). Furthermore, Language Anxiety was found to function as a System Boundary Condition, negatively moderating the LSE-PCE relationship (B = -0.21, p = 0.010), causing system friction and reducing the efficiency of LSE conversion into effective communication.

These findings provide a data-driven blueprint for System Optimization in Foreign Language Education, emphasizing targeted interventions on identified Control Points (LSE, PSM) and structural mitigation of the Boundary Condition (LA) to maximize talent output effectiveness.