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p-Index From 2021 - 2026
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All Journal Journal of Education and Learning (EduLearn)
Voracharoensri, Skol
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Humanities Education Library & Information Science Social Sciences Other

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The influence of mindfulness, resilience, and self-efficacy on foreign language anxiety among chinese college students Li, Huifen; Srisawat, Patcharaporn; Voracharoensri, Skol
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.23075

Abstract

This study explores the effects of mindfulness, resilience, and self-efficacy on foreign language anxiety among Chinese college students and identifies the most significant predictor of foreign language anxiety. Employing a quantitative approach, data were collected from 323 English as a foreign language students using validated scales measuring these variables. Pearson correlation analyses revealed significant negative correlations of self-efficacy (r=-0.538, p0.01), resilience (r=-0.372, p0.01), and mindfulness (r=-0.331, p0.01) with foreign language anxiety. Multiple regression analysis indicated that self-efficacy was the most impactful variable for predicting foreign language anxiety, while mindfulness also significantly predicted foreign language anxiety, but resilience did not. These findings underscore the pivotal part played by self-efficacy in reducing foreign language anxiety and suggest that enhancing self-efficacy can improve language study experiences. The research offers meaningful understandings regarding the mechanisms of foreign language anxiety and offers practical recommendations for educators to implement strategies aimed at boosting students’ self-efficacy, with implications for future research and practice.
The influence of psychological capital on academic engagement among Chinese college students Fan, Xinyuan; Srisawat, Patcharaporn; Voracharoensri, Skol
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.23063

Abstract

The COVID-19 pandemic disrupted education in China, creating uncertainties in students’ academic pursuits. This underscores the urgent need for psychological support to address the ongoing impact on college students. This study delves the relationship between psychological capital and academic engagement among Chinese college students, focusing on four components: efficacy, hope, resilience, and optimism. Through proportional stratified sampling and random selection methods, a sample of 270 students from Liupanshui Normal University were selected. The study employed the positive psychological capital questionnaire (PPQ) and a modified version of Schaufeli’s Utrecht work engagement scale-student to quantitatively measure psychological capital and academic engagement, analyzed via correlation and regression techniques. Results revealed a significant positive correlation between psychological capital and academic engagement. Among the components, hope was the strongest predictor of academic engagement, followed by efficacy as the second most influential factor. Resilience and optimism did not significantly predict academic engagement. These findings highlight the importance of hope and efficacy in enhancing students’ academic involvement, suggesting targeted psychological support could improve engagement. The study contributes to understanding the specific roles of psychological capital components in academic contexts, offering practical insights for educators.
Co-Authors Fan, Xinyuan Li, Huifen Srisawat, Patcharaporn