Abstract With English Medium Instruction (EMI) expanding in China’s higher education, understanding the psychological factors supporting student success is essential. This study examines how psychological capital (PsyCap), comprising self-efficacy, hope, resilience, and optimism, relates to academic achievement over time. Using the Psychological Capital Scale for EMI Learners (PsyCap-EMI) and multivariate latent growth curve modeling, data were collected from 489 Chinese EFL students in EMI courses at four time points across 2 years. Results showed that PsyCap gradually increased over time. Higher initial PsyCap predicted stronger initial academic achievement (β = 0.54). The initial level of PsyCap was negatively correlated with subsequent growth in psychological resources (r = −0.25). Additionally, initial PsyCap was negatively linked to academic growth (β = −0.20), while PsyCap increases were positively but weakly related to academic improvement (β = 0.12). Qualitative interviews further revealed fluctuations in students’ psychological states and academic experiences. The findings highlight the dynamic role of PsyCap in EMI learning and underscore the need for institutional strategies that foster psychological development alongside academic support in linguistically demanding contexts.
Wu et al. (2026) studied this question.