Investigating the Relations Between Academic Buoyancy, Social and Emotional Learning, and English Achievement in a Chinese University Context

ABSTRACT In high‐stakes Chinese tertiary EFL settings with persistent pressure and limited social and emotional support, identifying protective mechanisms that sustain learning is essential. The study aimed to explore the interactive pattern between academic buoyancy (AB), social and emotional learning (SEL) skills and English learning achievements. Data were collected from 759 college students using questionnaires and College English Test Band 4 (CET‐4) scores. Structural equation modelling confirmed that AB positively predicted English learning achievements through SEL skills overall, though the positive acceptance of academic life dimension of AB showed a negative relation to social management within SEL. Among the four SEL components, only self‐management skill showed a significant independent mediation effect on linking two AB dimensions (i.e., sustainability and positive personal eligibility) and English learning achievement. In addition, three AB dimensions (i.e., sustainability, positive personal eligibility and positive acceptance of academic life) predicted English learning achievements through the serial mediation of self−/social awareness to self‐management skills. These findings could clarify how AB and SEL jointly shape English achievement in tertiary EFL contexts and suggest ways to strengthen students' social and emotional supports.