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Investigating the Relations between Academic Buoyancy, Social and Emotional Learning, and English Achievement in a Chinese University Context

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Title: Investigating the Relations between Academic Buoyancy, Social and Emotional Learning, and English Achievement in a Chinese University Context
Language: English
Authors: Jingya Zhang (ORCID 0009-0002-0335-7155), Bin Shen (ORCID 0000-0001-6233-7328), Ziqian Lin (ORCID 0009-0006-6144-1135), Weili Xing (ORCID 0009-0004-2929-4257)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Persistence, Resilience (Psychology), Social Emotional Learning, Academic Achievement, Second Language Learning, English (Second Language), College Students, Foreign Countries, Self Management
Geographic Terms: China
DOI: 10.1111/ejed.70637
ISSN: 0141-8211
1465-3435
Abstract: In high-stakes Chinese tertiary EFL settings with persistent pressure and limited social and emotional support, identifying protective mechanisms that sustain learning is essential. The study aimed to explore the interactive pattern between academic buoyancy (AB), social and emotional learning (SEL) skills and English learning achievements. Data were collected from 759 college students using questionnaires and College English Test Band 4 (CET-4) scores. Structural equation modelling confirmed that AB positively predicted English learning achievements through SEL skills overall, though the positive acceptance of academic life dimension of AB showed a negative relation to social management within SEL. Among the four SEL components, only self-management skill showed a significant independent mediation effect on linking two AB dimensions (i.e., sustainability and positive personal eligibility) and English learning achievement. In addition, three AB dimensions (i.e., sustainability, positive personal eligibility and positive acceptance of academic life) predicted English learning achievements through the serial mediation of self-/social awareness to self-management skills. These findings could clarify how AB and SEL jointly shape English achievement in tertiary EFL contexts and suggest ways to strengthen students' social and emotional supports.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507193
Database: ERIC
FullText Text:
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  Data: Investigating the Relations between Academic Buoyancy, Social and Emotional Learning, and English Achievement in a Chinese University Context
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Jingya+Zhang%22">Jingya Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-0335-7155">0009-0002-0335-7155</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bin+Shen%22">Bin Shen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6233-7328">0000-0001-6233-7328</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ziqian+Lin%22">Ziqian Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6144-1135">0009-0006-6144-1135</externalLink>)<br /><searchLink fieldCode="AR" term="%22Weili+Xing%22">Weili Xing</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-2929-4257">0009-0004-2929-4257</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1111/ejed.70637
– Name: ISSN
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In high-stakes Chinese tertiary EFL settings with persistent pressure and limited social and emotional support, identifying protective mechanisms that sustain learning is essential. The study aimed to explore the interactive pattern between academic buoyancy (AB), social and emotional learning (SEL) skills and English learning achievements. Data were collected from 759 college students using questionnaires and College English Test Band 4 (CET-4) scores. Structural equation modelling confirmed that AB positively predicted English learning achievements through SEL skills overall, though the positive acceptance of academic life dimension of AB showed a negative relation to social management within SEL. Among the four SEL components, only self-management skill showed a significant independent mediation effect on linking two AB dimensions (i.e., sustainability and positive personal eligibility) and English learning achievement. In addition, three AB dimensions (i.e., sustainability, positive personal eligibility and positive acceptance of academic life) predicted English learning achievements through the serial mediation of self-/social awareness to self-management skills. These findings could clarify how AB and SEL jointly shape English achievement in tertiary EFL contexts and suggest ways to strengthen students' social and emotional supports.
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  Data: 2026
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  Data: EJ1507193
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        Value: 10.1111/ejed.70637
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      – Text: English
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        PageCount: 11
    Subjects:
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Self Management
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      – SubjectFull: China
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      – TitleFull: Investigating the Relations between Academic Buoyancy, Social and Emotional Learning, and English Achievement in a Chinese University Context
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