Ahmmed B, Chaudhary A, Nasrin S (2025) Academic Control, Resilience, and Self-Directed Learning: A Cross-Sectional Study. J Assess Res Appl Counseling 7:180–187. https://doi.org/10.61838/kman.jarac.7.1.21
Google Scholar
Alpert R, Haber RN (1960) Anxiety in academic achievement situations. J Abnorm Soc Psychol 61(2):207–215. https://psycnet.apa.org/doi/10.1037/h0045464
Google Scholar
Ardasheva Y, Carbonneau KJ, Roo AK, Wang Z (2018) Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learn Individ Differ 61:21–30. https://doi.org/10.1016/j.lindif.2017.11.008
Google Scholar
Balakrishnan S, Abdullah NL, Khoo L (2020) English language learning anxiety and its relationship with language achievement: A study on learners in a technical university. J Tech Educ Train 12(3):161–170
Beltman S (2020) Understanding and examining teacher resilience from multiple perspectives. In: Mansfield CF (ed) Cultivating teacher resilience: International approaches, applications and impact. Springer, Singapore, p 11-26. https://doi.org/10.1007/978-981-15-5963-1_2
Benetti C, Kambouropoulos N (2006) Affect-regulated indirect effects of trait anxiety and trait resilience on self-esteem. Pers Indiv Differ 41(2):341–352. https://doi.org/10.1016/j.paid.2006.01.015
Google Scholar
Botes E, Dewaele JM, Greiff S (2020) The power to improve: Effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning. Eur J Appl Linguist 8(2):279–306. https://doi.org/10.1515/eujal-2020-0003
Google Scholar
Botes E, Westhuizen LVD, Dewaele JM, Macintyre P, Greiff S (2022) Validating the short-form foreign language classroom anxiety scale. Appl Linguist 43(5):1006–1033. https://doi.org/10.1093/applin/amac018
Google Scholar
Çakmak F, Ismail SM, Karami S (2023) Advancing learning-oriented assessment (LOA): Mapping the role of self-assessment, academic resilience, academic motivation in students’ test-taking skills, and test anxiety management in Telegram-assisted-language learning. Lang Test Asia 13(1):1–19. https://doi.org/10.1186/s40468-023-00230-8
Google Scholar
Çelik DA, Çetin F, Tutkun E (2014) The role of proximal and distal resilience factors and locus of control in understanding hope, self-esteem and academic achievement among Turkish pre-adolescents. Curr Psychol 34:321–345. https://doi.org/10.1007/s12144-014-9260-3
Google Scholar
Chen MC, Lin HJ (2009) Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test. Percept Mot Skills 109(2):420–430. https://doi.org/10.2466/pms.109.2.420-430
Google Scholar
Cheng Y (2004) A measure of second language writing anxiety: Scale development and preliminary validation. J Second Lang Writ 13(4):313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Google Scholar
Cheng Y, Hamid MO (2025) Social impact of Gaokao in China: a critical review of research. Lang Test Asia 15(1):22. https://doi.org/10.1186/s40468-025-00355-y
Google Scholar
Chu W, Yan Y, Wang H, Liu H (2024) Visiting the studies of resilience in language learning: From concepts to themes. Acta Psychol 244(104208):1–104211. https://doi.org/10.1016/j.actpsy.2024.104208
Google Scholar
Connor KM, Davidson JRT (2003) Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depress Anxiety 18(2):76–82. https://doi.org/10.1002/da.10113
Google Scholar
Danesh J, Shahnaazari M (2020) A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learn Motiv 72:101636. https://doi.org/10.1016/j.lmot.2020.101636
Google Scholar
Dewaele JM, Ergün P (2020) How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages? J Eur Second Lang Assoc 4(1):45–57. https://doi.org/10.22599/jesla.65
Google Scholar
Dewaele JM, Botes E, Greiff S (2023) Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach. Stud Second Lang Acquis 45(2):461–479. https://doi.org/10.1017/S0272263122000328
Google Scholar
Dewaele JM, Chen X, Padilla AM, Lake J (2019) The flowering of positive psychology in foreign language teaching and acquisition research. Front Psychol 10:1–13. https://doi.org/10.3389/fpsyg.2019.02128
Google Scholar
Duan S, Han X, Liu H (2024) Unveiling student academic resilience in English learning. BMC Psychol 12(177):1–12. https://doi.org/10.1186/s40359-024-01665-1
Google Scholar
von der Embse N, Jester D, Roy D, Post J (2018) Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. J Affect Disord 227:483–493. https://doi.org/10.1016/j.jad.2017.11.048
Google Scholar
Eysenck MW, Derakshan N, Santos R, Calvo MG (2007) Anxiety and cognitive performance: Attentional control theory. Emotion 7(2):336–353. https://doi.org/10.1037/1528-3542.7.2.336
Google Scholar
Fallon CM (2010) School factors that promote academic resilience in urban Latino high school students. Loyola University, Chicago
Gordani Y, Sadeghzadeh M (2023) Mindfulness and the mediating role of psychological capital in predicting the foreign language anxiety. J Psycholinguist Res 52(5):1785–1797. https://doi.org/10.1007/s10936-023-09938-3
Google Scholar
Hair JF, Black WC, Babin BJ, Anderson RE (eds) (2019) Multivariate data analysis, 8th edn. Cengage, Boston
Harley JM, Pekrun R, Taxer JL, Gross JJ (2019) Emotion regulation in achievement situations: An integrated model. Educ Psychol 54(2):106–126. https://doi.org/10.1080/00461520.2019.1587297
Google Scholar
Horwitz EK, Horwitz MB, Cope J (1986) Foreign language classroom anxiety. MLJ 70(2):125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Google Scholar
Jiang Y, Dewaele JM (2019) How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System 82:13–25. https://doi.org/10.1016/j.system.2019.02.017
Google Scholar
Jin Y, Zhang LJ (2018) The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. Int J Bilingual Educ Bilingualism 24(7):948–962. https://doi.org/10.1080/13670050.2018.1526253
Google Scholar
Kim TY, Kim YK (2017) The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educ Stud 43(1):1–15. https://doi.org/10.1080/03055698.2016.1237866
Google Scholar
Kim TY, Kim Y (2021) Structural relationship between L2 learning motivation and resilience and their impact on motivated behavior and L2 proficiency. J Psycholinguist Res 50(2):417–436. https://doi.org/10.1007/s10936-020-09721-8
Google Scholar
Kim TY, Kim Y, Kim JY (2017) Structural relationship between L2 learning (de)motivation, resilience, and L2 proficiency among Korean college students. Asia-Pac Educ Res 26(6):397–406. https://doi.org/10.1007/s40299-017-0358-x
Google Scholar
Kim TY, Kim Y, Kim JY (2019) Role of resilience in (de)motivation and second language proficiency: Cases of Korean elementary school students. J Psycholinguist Res 2(2):371–389. https://doi.org/10.1007/s10936-018-9609-0
Google Scholar
Kim T-Y, Kim Y-K (2016) The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educ Stud 43:1–15. https://doi.org/10.1080/03055698.2016.1237866
Google Scholar
Kline RB (2016) Principles and practice of structural equation modeling. The Guilford Press, New York, (eds)
Lereya ST, Humphrey N, Patalay P, Wolpert M, Böhnke JR, Macdougall A, Deighton J (2016) The student resilience survey: Psychometric validation and associations with mental health. Child Adolesc Psychiatry Ment Health 10:1–15. https://doi.org/10.1186/s13034-016-0132-5
Google Scholar
Li J, King RB, Wang C (2022) Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features. System 108(102820):1–12. https://doi.org/10.1016/j.system.2022.102820
Google Scholar
Liu H (2024) Demystifying the relationship between parental investment in learners’ English learning and learners’ L2 motivational self system in the Chinese context: A Bourdieusian capital perspective. Int J Educ Dev 104:102973. https://doi.org/10.1016/j.ijedudev.2023.102973
Google Scholar
Liu H, Song X (2021) Exploring “flow” in young Chinese EFL learners’ online English learning activities. System 96(102425):1–13. https://doi.org/10.1016/j.system.2020.102425
Google Scholar
Liu H, Han X (2022) Exploring senior high school students’ English academic resilience in the Chinese context. Chin J Appl Linguist 45(1):49–68. https://doi.org/10.1515/CJAL-2022-0105
Google Scholar
Liu H, Zhu Z, Chen B (2024) Unraveling the mediating role of buoyancy in the relationship between anxiety and EFL students’ learning engagement. Humanit Soc Sci Commun 132(1):195–217. https://doi.org/10.1177/00315125241291639
Google Scholar
Liu H, Jin L, Han X, Wang H (2024) Unraveling the relationship between English learning burnout and academic achievement: The mediating role of English learning resilience. Humanit Soc Sci Commun 14:1124. https://doi.org/10.3390/bs14121124
Google Scholar
Liu H, Shen Y, Li X, Zhou X (2025) Exploring the relationship between students’ perceived teacher support, empathy and boredom in English learning: a structural equation modelling approach. Acta Psychologica 257:105112. https://doi.org/10.1016/j.actpsy.2025.105112
Google Scholar
Liu H, Li X, Wang X (2025) Student’s mindsets, burnout, anxiety and classroom engagement in language learning: a latent profile analysis. Innov Lang Learn Teach. 1–16. https://doi.org/10.1080/17501229.2025.2491748
Liu H, Shen Z, Shen Y, Xia M (2025) Exploring the Predictive Role of Students’ Perceived Teacher Support on Empathy in Englishas-a-Foreign-Language Learning New Directions for Child and Adolescent Development (1):2577602. https://doi.org/10.1155/cad/2577602
Liu H, Zhong Y, Chen H, Wang Y (2023) The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: A conservation-of-resources perspective. Humanit Soc Sci Commun. https://doi.org/10.1515/iral-2023-0089
Ma L, Xiao L, Liu J (2025) Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference. Appl Linguist Rev. https://doi.org/10.1515/applirev-2024-0054
MacIntyre P, Gregersen T (2012) Emotions that facilitate language learning: The positive-broadening power of the imagination. Stud Sec Lang Learn Teach 2(2):193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
Google Scholar
MacIntyre PD, Gardner RC (1994) The subtle effects of language anxiety on cognitive processing in the second language. Lang Learn 44(2):283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
Google Scholar
MacIntyre PD (2017) An overview of language anxiety research and trends in its development. In: Gkonou C, Daubney M, Dewaele JM (eds) New insights into language anxiety: Theory, research and educational implications. Bristol, UK, p 11–30. https://doi.org/10.21832/9781783097722-003
Martin A (2002) Motivation and academic resilience: Developing a model for student enhancement. Aust J Educ 46(1):34–49. https://doi.org/10.1177/000494410204600104
Google Scholar
Martin AJ, Marsh HW (2006) Academic resilience and its psychological and educational correlates: A construct validity approach. Psychol Sch 43(3):267–281. https://doi.org/10.1002/pits.20149
Google Scholar
Masten AS, Best KM, Garmezy N (1990) Resilience and development: Contributions from the study of children who overcome adversity. Dev Psychopathol 2(4):425–444. https://doi.org/10.1017/S0954579400005812
Google Scholar
Morote R, Hjemdal O, Uribe PM, Corveleyn J (2017) Psychometric properties of the Resilience Scale for Adults (RSA) and its relationship with life-stress, anxiety and depression in a Hispanic Latin-American community sample. PLoS One 12(11):e0187954. https://doi.org/10.1371/journal.pone.0187954
Google Scholar
Pekrun R (2006) The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18(4):315–341. https://doi.org/10.1007/s10648-006-9029-9
Google Scholar
Pekrun R (2024) Control-value theory: From achievement emotion to a general theory of human emotions. Educ Psychol Rev 36:83. https://doi.org/10.1007/s10648-024-09909-7
Google Scholar
Pekrun R, Goetz T, Titz W, Perry RP (2002) Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educ Psychol 37:91–105. https://doi.org/10.1207/S15326985EP3702_4
Google Scholar
Pekrun R, RP Perry (2014) Control-value theory of achievement emotions. In: R Pekrun, L Linnenbrink-Garcia (eds) International handbook of emotions in education. Routledge, New York, p120–141. https://doi.org/10.4324/9780203148211
Pinkney S, Walker G (2020) It was me, but it was them that helped me’: Exploring the issues for care experienced young people within higher education. Child Youth Serv Rev 108:104576. https://doi.org/10.1016/j.childyouth.2019.104576
Google Scholar
Pretsch J, Flunger B, Schmitt M (2012) Resilience predicts well-being in teachers, but not in non-teaching employees. Soc Psychol Educ 15(3):321–336. https://doi.org/10.1007/s11218-012-9180-8
Google Scholar
Putwain D, Daly AL (2014) Test anxiety prevalence and gender differences in a sample of English secondary school students. Educ Stud 40(5):554–570. https://doi.org/10.1080/03055698.2014.953914
Google Scholar
Putwain DW, Nicholson LJ, Connors L et al. (2013) Resilient children are less test anxious and perform better in tests at the end of primary schooling. Learn Individ Differ 28:41–46. https://doi.org/10.1016/j.lindif.2013.09.010
Google Scholar
Rose H, Mckinley J, Baffoe-Djan J (2019) Data collection research methods in applied linguistics. Bloomsbury, London. https://doi.org/10.5040/9781350025875
Russell V (2020) Language anxiety and the online learner. Foreign Lang Ann 53(2):338–352. https://doi.org/10.1111/flan.12461
Google Scholar
Rustamov E, Aliyeva M, Nahmatova U et al. (2023) Relations among psychological resilience, exam anxiety, and school satisfaction in a large sample of Azerbaijani adolescents. Eur J Ed Res 12(2):1171–1178. https://doi.org/10.12973/eu-jer.12.2.1171
Google Scholar
Saito Y, Garza TJ, Horwitz EK (1999) Foreign language reading anxiety. Mod Lang J 83:202–218. https://doi.org/10.1111/0026-7902.00016
Google Scholar
Schutz P, Pekrun R (2007) Emotions in education. Academic Press, New York, (Eds)
Shao K, Pekrun R, Nicholson LJ (2019) Emotions in classroom language learning: What can we learn from achievement emotion research? System 86:102121. https://doi.org/10.1016/j.system.2019.102121
Google Scholar
Shao K, Pekrun R, Marsh HK et al. (2020) Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learn Instr 69:101356. https://doi.org/10.1016/j.learninstruc.2020.101356
Google Scholar
Shao K, Stockinger K, Marsh HK et al. (2023) Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire-Second Language Learning. Lang Teach Res. https://doi.org/10.1177/13621688221144497
Shen Y (2022) Mitigating students’ anxiety: The role of resilience and mindfulness among Chinese EFL learners. Front Psychol 13:940443. https://doi.org/10.3389/fpsyg.2022.940443
Google Scholar
Shin J, Kim TY (2017) South Korean elementary school students’ English learning resilience, motivation, and demotivation. Linguist Res 34:69–96. https://doi.org/10.17250/khisli.34.201709.004
Google Scholar
Smyth AM, García Manzanares N, Fernández Muñoz JJ (2021) Anxiety and personality as indicators of academic performance in university foreign language classrooms. Porta Linguarum (36):27-42. https://doi.org/10.30827/portalin.v0i36.15376
Spielberger CD (1971) Notes and comments trait-state anxiety and motor behavior. J Mot Behav 3:265–279. https://doi.org/10.1080/00222895.1971.10734907
Google Scholar
Teimouri, Y, Goetze, J, Plonsky, L (2019) Second language anxiety and achievement: a meta-analysis. Studies in Second Language Acquisition, 1-25. https://doi.org/10.1017/S0272263118000311
Wang N (2024) How does basic psychological needs satisfaction contribute to EFL learners’ achievement and positive emotions? The mediating role of L2 self-concept. System 123:103340. https://doi.org/10.1016/j.system.2024.103340
Google Scholar
Wang X, Liu Y, Ying B et al. (2023) The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy. Curr Psychol 42:6682–6692. https://doi.org/10.1007/s12144-021-02008-8
Google Scholar
Wang MC, Haertel GD, Walberg HJ (1994) Educational resilience in inner cities. In: Wang MC (eds.). Educational resilience in inner-city America: Challenges and prospect. Lawrence Erlbaum Associates, Mahwah, p 45–72
Wei R, Wang Y, Li X (2023) Examining resilience in EFL contexts: A survey study of university students in China. Iral Int Rev Appl Linguist Lang Teach 61(4):1773–1797. https://doi.org/10.1515/iral-2021-0221
Google Scholar
Woodrow L (2006) Anxiety and speaking English as a second language. Relc J 37(3):308–328. https://doi.org/10.1177/0033688206071315
Google Scholar
Xu J, Huang Y (2018) The mediating effect of listening metacognitive awareness between listening test anxiety and listening test performance. Asia-Pac Educ Res 27(4):313–324. https://doi.org/10.1007/s40299-018-0388-z
Google Scholar
Xu LL, Wang ZH, Tao ZY et al. (2022) English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit. Front Psychol 13:1032675. https://doi.org/10.3389/fpsyg.2022.1032675
Google Scholar
Zhang X (2013) Foreign language listening anxiety and listening performance: Conceptualization and causal relationships. System 41(1):164–177. https://doi.org/10.1016/j.system.2013.01.004
Google Scholar
Zhang X, Dai S, Ardasheva Y (2020) Contributions of (de)motivation, engagement, and anxiety to English listening and speaking. Learn Individ Differ 79:101856. https://doi.org/10.1016/j.lindif.2020.1018
Google Scholar
link