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Academic buoyancy is a positive trait that has recently received extensive attention. Given the positive psychology turn in SLA, exploring interactions among academic buoyancy, emotions, and online English learning engagement (OELE) is crucial for students’ growth. However, their relationships remain under-investigated. Therefore, we combined struc...
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... Additionally, the relationship between enjoyment and engagement in online learning contexts has been well-documented, as evidenced by research conducted by Wang and Hui [64], Dai and Wang [54], Derakhshan and Fathi [65], which primarily involved school-aged students. The above review of the interaction between self-guides, enjoyment, and engagement suggests that while the influence of enjoyment on engagement is acknowledged in online L2 learning, the impact of self-guides on both engagement and enjoyment has not been thoroughly explored in these settings. ...
... The observed positive correlation between enjoyment and engagement supports the notion that a more pleasurable learning experience can foster a deeper level of commitment and participation in educational activities. Our findings are consistent with recent studies by Dai and Wang [54], Derakhshan and Fathi [65], and Wang and Hui [64], which have reported similar positive associations between enjoyment and engagement in the context of online L2 learning. These collective results reinforce the validity of the CVT 's proposition that positive emotions, such as enjoyment, can lead to increased motivation and engagement in academic pursuits [30]. ...
... This implies that the obligatory aspects of L2 learning can influence engagement not only directly but also indirectly by enhancing the learners' affective experience. These results introduce an unexpected nuance to the existing literature, which has predominantly reported a weaker predictive power of ought-to L2 self on engagement and enjoyment among school-aged students [64,65,67]. Subsequent qualitative inquiries shed light on potential explanations for this discrepancy. ...
Recent research has integrated positive psychology with the Second Language Motivational Self System (L2MMS) to explore how enjoyment, L2 self-guides (including ideal L2 self and ought-to L2 self), and engagement interact among school-aged second-language (L2) learners. However, there is a significant gap in understanding these dynamics among adult learners, particularly those who primarily learn a second language online—a group that has been largely overlooked. To address this gap, our study examined the underlying mechanisms connecting these constructs. We employed a sequential mixed-methods approach with 367 adult L2 learners enrolled in online language courses at three universities in China. Quantitative data were analyzed using structural equation modeling (SEM) with Amos 24, revealing several key findings. Enjoyment was found to directly and positively predict engagement. However, contrary to existing literature, ideal L2 self did not directly predict either enjoyment or engagement. In contrast, ought-to L2 self directly and positively predicted both enjoyment and engagement, and it indirectly influenced engagement through enjoyment. Qualitative data, gathered through semi-structured interviews with five participants and analyzed using MAXQDA 2022, provided deeper insights into these statistical trends. This study concludes by discussing its implications and suggesting directions for future research.
... Zhi and Wang (2024) investigated how AI-enhanced SEL strategies positively affect language acquisition and emotional well-being, indicating higher levels of student participation and lower anxiety levels. Wang and Hui (2024) highlighted the critical role of AI tools in fostering a safe and engaging learning atmosphere for EFL students, resulting in improved emotional well-being and engagement metrics. Xu, Li, and Yang (2024) determined the impact of AI-based SEL programs on enhancing emotional intelligence and engagement among EFL learners, illustrating positive correlations with emotional well-being. ...
This study explores the transformative role of AI‐enhanced social–emotional learning (SEL) frameworks in improving the engagement and emotional well‐being of English as a foreign language (EFL) students in China. A survey was conducted among 816 undergraduate and postgraduate students from universities across five provinces, utilising convenience sampling. The research focused on how AI tools integrated into English learning contribute to student engagement and emotional stability. Data were analysed using SPSS for descriptive and regression analyses and AMOS for structural equation modelling. The findings highlight that AI‐enhanced SEL significantly boosts student engagement and emotional well‐being. By providing tailored learning experiences based on students' emotional and cognitive needs, AI systems facilitate better emotional regulation, increased focus and improved academic performance. The results suggest that AI‐enhanced SEL frameworks offer personalised support that not only enhances learning outcomes but also creates a more emotionally supportive environment, contributing to students' overall academic success and well‐being.
... It enables students to effectively manage everyday academic stress, exerting a significant positive influence on both learning outcomes and mental health [2]. With the increasing integration of positive psychology into language education, scholars have extensively investigated and validated the positive effects of academic buoyancy on academic outcomes and psychological well-being [3][4][5]. For example, in a study examining Turkish university students enrolled in English preparatory programs, Aydin and Michou (2020) demonstrated that both motivation and academic buoyancy exert a significant positive influence on academic performance. ...
... In these studies, teacher-student relationship quality [21], parental involvement [18], students' self-compassion and benefits of empathy [7], and teacher support [8] were found to be the significant predictors of students' academic buoyancy. On the other hand, the positive impact of academic buoyancy on academic performance [20], learning motivation [22], psychological well-being [2], and academic engagement [3,5] has also been confirmed. Existing research has not yet holistically examined the interplay between teacher support, academic buoyancy, and academic performance, particularly within the specific realm of EFL education. ...
Teachers’ academic support has been empirically shown to positively influence academic performance through both case studies and quantitative research. However, the mechanisms underlying this relationship remain inadequately explored. This gap is particularly evident in the domain of teaching English as a foreign language (EFL), where the integration of positive psychology warrants investigation into how teachers’ academic support fosters students’ academic buoyancy, subsequently enhancing academic performance. To address this issue, the present study engaged 610 secondary school English learners (292 females, representing 47.5%) in a questionnaire survey. A structural equation modeling analysis was conducted, controlling for variables such as age, gender, and family resources. The findings reveal two key insights: first, both teachers’ academic support and academic buoyancy exert significant positive effects on academic performance; second, academic buoyancy serves as a partial mediator between classroom academic support and academic performance. These results underscore the importance of understanding the nuanced roles that teacher support and psychological factors play in educational outcomes. Implications, limitations and direction for further research are discussed.
... Because of the positive emotion approach instead of negative in facing adversities, students with higher buoyancy are more likely to experience lower anxiety, thus leading to better learning achievement. This study is in line with the previous research that revealed buoyancy contributes to helping students to control negative emotions (e.g., anxiety) (af Ursin et al., 2021;Collie et al., 2015;Hirvonen et al., 2020) and promote positive emotions (e.g., enjoyment) (Datu and Yang, 2021;Jia and Cheng, 2022;Wang and Hui, 2024) in facing adversities during daily schoolwork. The findings also align with prior research demonstrating that students with greater academic buoyancy exhibit better emotional responses to learning situations, which can enhance learning achievement (Collie et al., 2015;Granziera et al., 2022). ...
Understanding the predictor of learning achievement among college students is crucial to adopting the appropriate learning strategy. Academic buoyancy is one of the predictors of learning achievement, playing a vital role in helping students navigate academic setbacks and adversities. However, the previous studies failed to reveal a robust link between the two variables. Therefore, this study aims to explain the nexus between academic buoyancy and students’ learning achievement more clearly by introducing the mediating variable, motivational constructs, which include self-efficacy, persistence, and anxiety. This study involved 493 college students in Indonesia. Structural equation modeling (SEM) was utilized to examine the research hypotheses. The results show that academic buoyancy directly affects learning achievement. Furthermore, motivational constructs (self-efficacy, persistence, and anxiety) significantly mediate the relationship between academic buoyancy and learning achievement. This study contributes to the literature by explaining how academic buoyancy affects learning achievement through motivational constructs as a mediating variable. Furthermore, the university must promote students’ academic buoyancy and motivational constructs by providing counseling services and encouraging students to recognize and address the adversities during lecture activities.
