学业韧性如何影响EFL学习投入？一项16周潜变量增长曲线模型分析

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

• Shangqiu University, Shangqiu, China

Abstract

Grounded in the conservation of resources theory, this 16-week longitudinal study tracked the developmental trajectories of academic buoyancy and learning engagement among college-level English-as-a-foreign-language (EFL) learners in China via repeated questionnaire administrations. Employing latent growth curve modeling (LGCM), this research analyzed changes in both constructs and explored developmental associations between academic buoyancy—a core personal learning resource—and engagement over time. Key findings include: (1) Both academic buoyancy and learning engagement exhibited overall upward trends across the semester, with substantial individual variability observed in initial states and growth rates; (2) Higher latent intercept of academic buoyancy correlated with greater subsequent growth in this construct, whereas the initial state of learning engagement showed no significant association with its own developmental trajectory; (3) The latent intercept of academic buoyancy was positively associated with both the intercept and growth rate of learning engagement, while growth in academic buoyancy aligned with parallel growth in engagement. This study illuminates the dynamic, malleable nature of academic buoyancy and learning engagement in EFL contexts and illustrates the value of LGCM for examining developmental patterns in second language acquisition research.

Keywords

Academic buoyancy, Conservation of resources theory, EFL learners, latent growth curve modeling, Learning engagement

Received

22 July 2026

Accepted

30 September 2026

Copyright

© 2026 Zhang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence:

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