Linking EFL psychological capital and EFL achievement: the chain mediating effect of academic boredom and behavioural engagement

The growing influence of the positive psychology movement within the field of English as a foreign language (EFL) has brought increasing focus to the impact of psychological capital (PsyCap) on EFL outcomes. However, whether EFL PsyCap can predict EFL achievement remains unclear. Moreover, the mechanisms underlying the relationship between these two constructs require further investigation. Grounded in control-value theory (CVT), this study developed and investigated the influence of EFL PsyCap on EFL achievement. Using a stratified three-stage cluster sampling method, data were collected from 1460 Chinese secondary EFL learners aged 12–17 in the seventh and eighth grades. Controlling for socio-demographic variables of gender, age, and socioeconomic status, structural equation model (SEM) analyses were conducted. The findings revealed that EFL PsyCap was a positive predictor of EFL achievement. Academic boredom and behavioral engagement, along with their chain-mediating effect, partially mediated the relationship between EFL PsyCap and EFL achievement. In addition to providing a deeper insight into the mechanisms through which EFL PsyCap impacts EFL achievement, these findings provide a comprehensive understanding of the antecedents and outcomes of achievement emotions from a holistic model perspective. These findings are significant for drawing implications for implementing emotional and behavioral interventions in secondary EFL education within the context of Confucian heritage culture.