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¿Cómo contribuye el autoconcepto académico al logro del idioma inglés en las clases universitarias de EFL en chino?
Xiao Zhou1, Sidhu Gurnam Kaur2
1School of Foreign Studies, Guangdong University of Science and Technology, Dongguan, China.
Frontiers in psychology
|February 20, 2026
Resumen
El autoconcepto académico y la flotabilidad aumentan las habilidades de inglés en los estudiantes chinos de EFL. Sin embargo, las mejores metas personales altas pueden debilitar el impacto positivo de la flotabilidad en el logro del inglés.
Área de la Ciencia:
- Psicología educativa Psicología educativa.
- Adquisición de una segunda lengua.
Sus antecedentes:
- El autoconcepto académico y la flotabilidad son claves para el éxito estudiantil.
- Comprender estos factores es crucial para los estudiantes de inglés como lengua extranjera (EFL).
Objetivo del estudio:
- Investigar la influencia del autoconcepto académico en el logro del inglés en estudiantes chinos de EFL.
- Examinar el papel mediador de la vitalidad académica y el papel moderador de los mejores resultados personales.
Principales métodos:
- Datos de la encuesta de 364 estudiantes universitarios chinos.
- Modelado de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM) para el análisis de datos.
Principales resultados:
- El autoconcepto académico predijo positivamente el dinamismo académico y los logros en inglés.
- El dinamismo académico medió parcialmente la relación entre el autoconcepto académico y los logros en inglés.
- La mejor orientación personal moderó negativamente el efecto de la expansión académica en el logro del inglés.
Conclusiones:
- El autoconcepto académico y la vitalidad son vitales para el éxito en el idioma inglés.
- Los educadores deben fomentar la confianza en sí mismos y la resiliencia al tiempo que gestionan cuidadosamente la fijación de las mejores metas personales para maximizar los resultados del aprendizaje.
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