Unveiling student academic resilience in language learning: a structural equation modelling approach

This paper aims to investigate the internal structure of student academic resilience in language learning, to assess its global and dimensional levels and to examine the gender and age-related differences. Therefore, 1,653 English as a foreign language (EFL) learners, including junior and senior hig...

Full description

Saved in:
Bibliographic Details
Published in:BMC Psychology 2024-03, Vol.12 (1), p.177-177, Article 177
Main Authors: Duan, Siyu, Han, Xiaoyu, Li, Xiaoxue, Liu, Honggang
Format: Article
Language:English
Subjects:
Academic achievement
Academic resilience
Age
Age differences
Anxiety
Beliefs, opinions and attitudes
Computer industry
Demographic aspects
Educational aspects
Empathy
English as a second language
English as a second language instruction
English learning
Families & family life
Female
Gender
Gender differences
High school students
High schools
Humans
Junior high school students
Language
Language acquisition
Language Development
Latent Class Analysis
Learning
Male
Middle school students
Middle schools
Participation
Peer tutoring
Resilience (Personality trait)
Resilience, Psychological
Secondary school students
Secondary schools
Self esteem
Social support
Structural equation modelling approach
Students
Study and teaching
Surveys
Teachers
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper aims to investigate the internal structure of student academic resilience in language learning, to assess its global and dimensional levels and to examine the gender and age-related differences. Therefore, 1,653 English as a foreign language (EFL) learners, including junior and senior high school students were selected as participants to complete the questionnaires. The results of exploratory and confirmatory factor analyses unveiled a four-factorial structure of student academic resilience in English learning, including positive individual characteristics, family support, teacher support and peer support. In addition, there were no significant differences between male and female students in terms of academic resilience in English learning and its four subdimensions. Only the level of family support for junior high school students was significantly higher than that of senior high school students. The findings, implications, and limitations of language learning academic resilience were discussed.
ISSN:2050-7283
2050-7283
DOI:10.1186/s40359-024-01665-1