ABSTRACT Studies have shown that support from significant others, such as teachers, parents, and peers, is essential in language learning, involving learners’ intrinsic psychological abilities (e.g., buoyancy), achievement emotions (e.g., burnout), and ultimately academic achievement. However, little is known about the intricate relationships between support, buoyancy, burnout, and academic achievement in English learning. Based on the control‐value theory of achievement emotions, the current study adopted a quantitative approach to examine the relationships between different types of support and academic achievement, as well as the possible mediating roles of English learning buoyancy and burnout in the relationships. A total of 785 Chinese senior high school students were invited to complete the questionnaires to evaluate their level of buoyancy, burnout, and support (i.e., teacher, family, and peer support) they perceived in English learning. The results of structural equation modeling demonstrated that external support could not predict academic achievement directly. Teacher instrumental‐emotional support, peer support, and family support could predict academic achievement separately via the chain mediation of buoyancy and burnout. Moreover, teacher instrumental‐emotional support and family support could indirectly predict academic achievement through the mediation of English learning buoyancy and burnout, respectively. This study highlights the significance of cultivating positive psychological abilities and buffering negative psychological states in supporting students’ language learning.
Liu et al. (Mon,) studied this question.