Bounce back to move forward: self-efficacy, academic buoyancy, and emotional well-being of high-proficiency adult multilinguals in language classrooms

作者：Deliang Man, Yuting Liu · 发表于：Journal of Multilingual and Multicultural Development · 年份：2025 · DOI：10.1080/01434632.2025.2517304 · 被引用次数：14 · 研究领域：Early Childhood Education and Development、Education, Achievement, and Giftedness、Educational and Psychological Assessments

Emotional well-being is a desired state of mind and is particularly relevant in overcoming setbacks from academically challenging tasks. In line with an emerging interest in the well-being of language learners, this study applies a dual-continua model to explore the emotional well-being of high-proficiency adult multilinguals. Specifically, the study considers the balance between their positive and negative emotions and investigates to what extent their emotional well-being can be predicted by two psychological factors (i.e. self-efficacy and academic buoyancy) that are intrinsically linked to challenges. Data collected from a group of 285 students from a professional master’s programme of translation were processed using structural equation modelling. It was found that self-efficacy and academic buoyancy negatively predicted multilinguals’ anxiety and positively predicted their enjoyment in the classroom. Self-efficacy was more closely related to enjoyment than anxiety, whereas academic buoyancy was more closely related to anxiety than enjoyment. In addition, academic buoyancy played a significant mediating role in the relationships between self-efficacy and both the positive and negative dimensions of emotional well-being. The findings bring academic buoyancy into focus as a crucial element in sustaining emotional well-being among high-proficiency adult multilinguals when faced with demanding tasks. Implications for emotion regulation interventions are discussed.