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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...
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| Published in: | BMC Psychology 2024-03, Vol.12 (1), p.177-177, Article 177 |
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| container_end_page | 177 |
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| container_start_page | 177 |
| container_title | BMC Psychology |
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| creator | Duan, Siyu Han, Xiaoyu Li, Xiaoxue Liu, Honggang |
| description | 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. |
| doi_str_mv | 10.1186/s40359-024-01665-1 |
| format | article |
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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. 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| ispartof | BMC Psychology, 2024-03, Vol.12 (1), p.177-177, Article 177 |
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| source | Publicly Available Content (ProQuest); Linguistics and Language Behavior Abstracts (LLBA); PubMed Central |
| 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 |
| title | Unveiling student academic resilience in language learning: a structural equation modelling approach |
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