Academic buoyancy, hope, and behavioral engagement in learning English as a foreign language: A mediation model

With the enhancement of positive psychology movement in educational field, the contributive role of academic buoyancy on academic and well-being outcomes has been validated. However, few studies have been conducted to explore the mediation mechanisms between academic buoyancy and engagement, especially in the field of teaching English as a foreign language (EFL). Inspired by the control-value theory (CVT), this study set out to examine how EFL buoyancy related to behavioral engagement, using a latent structural equation modelling (SEM). Gender, age, and family resources are controlled while validating the hypothesized model of “academic buoyancy—hope—behavioral engagement”. The sample comprised 542 students (47.7% female) in their second year of secondary education who responded to survey items in a cross-sectional design. Our findings reveal that academic buoyancy was positively correlated with hope, and behavioral engagement in the EFL settings. Also, it was found that the emotional experience of hope fully mediated the relationships between academic buoyancy and behavioral engagement. The hypothesized model accounts for 79.0% of the variance in EFL hope and 54.5% of the variance in behavioral engagement.
These findings shed light on the influence mechanism of academic buoyancy on behavioral engagement in learning English as a foreign language. Implications, limitations, and directions for future research are discussed.