Understanding relationships between EFL learners' burnout, grit, self-efficacy, and language achievement: A conservation of resources perspective.

Abstract

Positive and negative psychological factors influence language learning in different ways, yet more research is needed to investigate and explain the subtle relationships between these factors and language learning achievement. Drawing on the Conservation of Resources (COR) theory, the present study examined the relationship among foreign language learning burnout, language learning grit, self-efficacy, and language learning achievement among 341 senior high school EFL learners in China. Moderate positive correlations were found between grit, self-efficacy, and foreign language achievement, and the structural equation model further demonstrated that the two dimensions of grit (perseverance of effort and consistency of interest) and self-efficacy positively predict learning achievement. In addition, burnout was found to be negatively correlated with language achievement, but it did not directly predict language achievement; its effect was instead mediated by grit and self-efficacy. The findings highlight the mediating role of positive psychological resources between stressors (such as burnout) and learning outcomes. This study not only offers a more nuanced understanding of how different psychological factors are jointly associated with language learning outcomes but also yields pedagogical implications and practical support for language teachers.