Linking EFL psychological capital and EFL achievement: the chain mediating effect of academic boredom and behavioural engagement
Year: 2025
Type: article
Study design: Observational Study
Abstract: BACKGROUND: The growing influence of the positive psychology movement within the field of English as a foreign language (EFL) has brought increasing focus to the impact of psychological capital (PsyCap) on EFL outcomes. However, whether EFL PsyCap can predict EFL achievement remains unclear. Moreover, the mechanisms underlying the relationship between these two constructs require further investigation. METHODS: Grounded in control-value theory (CVT), this study developed and investigated the influence of EFL PsyCap on EFL achievement. Using a stratified three-stage cluster sampling method, data were collected from 1460 Chinese secondary EFL learners aged 12–17 in the seventh and eighth grades. Controlling for socio-demographic variables of gender, age, and socioeconomic status, structural equation model (SEM) analyses were conducted. RESULTS: The findings revealed that EFL PsyCap was a positive predictor of EFL achievement. Academic boredom and behavioral engagement, along with their chain-mediating effect, partially mediated the relationship between EFL PsyCap and EFL achievement. In addition to providing a deeper insight into the mechanisms through which EFL PsyCap impacts EFL achievement, these findings provide a comprehensive understanding of the antecedents and outcomes of achievement emotions from a holistic model perspective. CONCLUSION: These findings are significant for drawing implications for implementing emotional and behavioral interventions in secondary EFL education within the context of Confucian heritage culture.
Source: BMC Psychology
Institutions: Foshan University, Guangzhou University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,990
OpenAlex ID: W4417112762