Liu Honggang, Jin Ling, Han Xiaoyu, Wang Haoyue
School of Foreign Languages, Soochow University, Suzhou 215006, China.
School of Foreign Languages, Guilin Tourism University, Guilin 541006, China.
Behav Sci (Basel). 2024 Nov 24;14(12):1124. doi: 10.3390/bs14121124.
Although burgeoning research has been conducted on the role of negative emotions (e.g., English learning burnout) in affecting students' academic achievement, there are limited studies on the intricate working mechanism between these two factors. Academic resilience is an adaptive response to academic adversity and might therefore offer protection against negative emotions (e.g., English learning burnout). Hence, this study focused on the complex interplay among students' English learning burnout, English learning resilience, and academic achievement. A total of 334 senior high school students were recruited in the current study. The findings displayed that students' English learning resilience mediated the relationship between English learning burnout and English academic achievement. This study may generate suggestions and implications for English teaching and learning.
尽管关于负面情绪（如英语学习倦怠）对学生学业成绩影响的研究不断涌现，但对于这两个因素之间复杂的作用机制，相关研究却很有限。学业韧性是对学业逆境的一种适应性反应，因此可能为抵御负面情绪（如英语学习倦怠）提供保护。因此，本研究聚焦于学生英语学习倦怠、英语学习韧性和学业成绩之间的复杂相互作用。本研究共招募了334名高中生。研究结果表明，学生的英语学习韧性在英语学习倦怠与英语学业成绩之间起中介作用。本研究可能会对英语教学产生建议和启示。
