Key points are not available for this paper at this time.
To persist is not merely to perform, but to recover. In high-pressure academic contexts, resilience is increasingly seen as a dynamic capacity to rebound, endure, and transform adversity into growth. Grounded in Social Cognitive Theory, this study examined how self-efficacy contributes to resilience both directly and indirectly through learning engagement. Data were collected from 298 Chinese English as a Foreign Language (EFL) undergraduates majoring in English. Structural equation modeling with bootstrapping, conducted via SPSS 29.0 and AMOS 23.0, revealed that self-efficacy significantly predicted academic resilience and learning engagement. Learning engagement, conceptualised as a positive, study-related psychological state (Schaufeli et al. 2002), was found to partially mediate the relationship between self-efficacy and academic resilience. Notably, the total effect accounted for 62% of the variance in academic resilience, with the indirect effect (via learning engagement) outweighing the direct effect. These findings underscore a motivational-affective process, whereby efficacy beliefs generate a positive engagement state that scaffolds resilient functioning in linguistically specialised academic settings.
Huang et al. (Wed,) studied this question.