The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement
A Conservation-of-Resources Perspective
Bibliographic Data
| ID | 7155441 |
|---|---|
| Authors | Honggang Liu (0000-0002-0559-6072, Soochow University), Yuchen Zhong (0000-0003-2206-9925, Northeast Normal University), Huaruo Chen (0000-0002-3106-8038, Nanjing University of Posts and Telecommunications, corresponding author), Ying Wang (0000-0003-3126-1134, Foreign Languages College, Inner Mongolia University , Hohhot , China) |
| Year | 2025 |
| Volume | 63 |
| Issue | 2 |
| Pages | 1453-1475 |
| Publication date | 2025-06-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2023-0089 |
| OpenAlex | W4388833810 |
| Language | EN |
| Citations received | 23 |
| References cited | 65 |
Language learning is a dynamic process involving fluctuating resources (e.g. resilience, motivation, and engagement) and stressors (e.g. burnout). With the guidance of Hobfoll’s Conservation of Resources Theory, the current study explored the mediating roles of resilience and motivation between burnout and engagement among 640 Chinese senior high school students. The results show that English learning burnout as a psychological stressor significantly and negatively predicted the psychological resources of engagement; resilience and motivation both mediated the relationship between burnout and engagement; and resilience and motivation jointly mediated the chain between burnout and engagement. Indeed, the mediating process could be deemed a process by which students’ psychological resources fluctuate. In this mediating process, students suffering from stress rely on their resource caravans and employ the resources they possess to avoid the psychological stressor’s consequences and replenish what has been lost
Burnout · Conservation of resources theory · Perspective (graphical) · Process (computing) · Psychological resilience · Resource (disambiguation) · Stressor · Clinical Psychology · Educational and Psychological Assessments · Grit, Self-Efficacy, and Motivation · Psychology · Resilience and Mental Health · Social Psychology
Evaluating academic motivation among Chinese secondary EFL learners
Exploring the Predictive Role of Students’ Perceived Teacher Support on Empathy in English‐as‐a‐Foreign‐Language Learning
The Relationship Between Second Language Grit and Academic Achievement Among Chinese International Students
The relationship between mindfulness and second language resilience among Chinese English majors
The relationship between Internet addiction and academic burnout in undergraduates
Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency
Exploring the mediating roles of motivation and boredom in basic psychological needs and behavioural engagement in English learning
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Exploring the mediating role of anxiety between resilience and academic achievement in students’ English learning
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The Relationship Between Mindfulness and Test Anxiety Among High School Students
Students’ L2 grit, foreign language anxiety and language learning achievement
Transformative moderation
Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners
The relationship between teacher academic support and primary school students' academic resilience
Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
Multilevel analysis of teachers' well-being and personal accomplishment and students’ self-esteem, self-efficacy, and academic burnout
The impact of teacher emotional support on students' engagement in AI-mediated English learning environments
Do Residential Areas Matter? Exploring the Differences in Motivational Factors, Motivation, and Learning Behaviors Among Urban High School English Learners From Different Regions
Socio-emotional learning predicts EFL learners’ flourishing
Teaching and Researching Motivation
The Oxford Handbook of Self-Determination Theory
Self-Determination Theory
Engagement in language learning
Agency as a fourth aspect of students’ engagement during learning activities
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
Burnout
Flourishing students
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment
Academic resilience and its psychological and educational correlates
Understanding the burnout experience
School Engagement
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
The Effect of Estimation Methods on SEM Fit Indices
Job Burnout
You Had to Work Hard 'Cause You Didn't Know Whether You Were Going to Wear Shoes or Straw Sandals
Job demands, job resources, and their relationship with burnout and engagement
Experiencing Chinese education
Resilience in language classrooms
Acting, thinking, feeling, making, collaborating
Unravelling students’ perceived EFL teacher support
Emotions in classroom language learning
Self-determination for all language learners
Engagement, gender, and motivation
Understanding changes in Chinese students’ uses of learning strategies in China and Britain
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour
Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety
Mindfulness and foreign language learners’ self-perceived proficiency
Psychosocial resilience and protective mechanisms
Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence
School burnout and engagement in the context of demands-resources model
Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory
Learning Spanish as a Second Language
| Unique citing works | 23 |
|---|---|
| Citations per year | 11,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |