Predicting EFL Students' Academic Performance, Resilience or Psychological Well‐Being From Their Character Strengths in AI ‐Integrated Educational Environments

Although artificial intelligence (AI) has become an integral component of language education, research has primarily emphasized technological factors influencing learning outcomes, with limited attention to the psychological attributes that enable students to benefit from AI‐supported instruction. Addressing this gap, the present study investigated whether EFL students' character strengths predict academic performance, resilience and psychological well‐being in AI‐integrated educational environments. A quantitative cross‐sectional design was employed with 773 undergraduate EFL students from Chinese universities. Participants completed validated measures of character strengths, resilience, psychological well‐being and academic performance. The data were analyzed using descriptive statistics, Pearson correlation and structural equation modelling (SEM). The findings demonstrated that character strengths were positively associated with all three outcomes. SEM further revealed that character strengths significantly predicted academic performance, resilience and psychological well‐being, accounting for substantial variance in each construct. These findings highlight character strengths as key psychological resources that support both academic achievement and psychological adaptation in AI‐supported language learning. The study extends current research by integrating positive psychology with AI‐enhanced education and underscores the importance of fostering students' psychological strengths alongside technological innovation.