Junior school students’ foreign language buoyancy, enjoyment, and English achievement: Exploring the connections from a positive psychology perspective

Abstract

From a positive psychology standpoint, this research investigated the relationship between foreign language buoyancy, foreign language enjoyment, and English academic achievement of 240 junior school students. The results of this survey indicate that learners of foreign languages have higher foreign language buoyancy, and enjoyment and a noteworthy positive association exists among buoyancy, enjoyment and junior school students’ academic success. According to the results of the mediating effect test, enjoyment acts as a partial mediating factor between buoyancy and academic achievement. The buoyancy of junior school students’ foreign language learning can influence their English learning achievement partly through their personal enjoyment. Teacher-related enjoyment and environment-related enjoyment had no significant effect on academic buoyancy and academic achievement. Meanwhile, this study has some enlightening significance. According to the findings, it gives some pertinent suggestions for the improvement and intervention of junior school students’ foreign language learning emotions to junior school students, educators, and parents.