Unraveling the Relationship Between English Learning Burnout and Academic Achievement: The Mediating Role of English Learning Resilience.

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.