Self-efficacy and academic buoyancy of Chinese undergraduates studying English: Self-regulated learning as a mediator

Navigating the academic challenges of learning English as a foreign language at the undergraduate level necessitates sustained motivation and confidence while employing effective learning strategies. We investigated the relationship between selfefficacy and academic buoyancy, and explored the mediating role of self-regulated learning. Our sample comprised 621 Chinese undergraduates who were studying English as a foreign language. Results of correlation analysis and structural equation modeling indicated that self-efficacy positively predicted academic buoyancy, with self-regulated learning serving as a significant partial mediator. These results elucidate the underlying mechanism linking self-efficacy to academic buoyancy and offer implications for fostering students' resilience in foreign language learning.