The Impact of Flow on University EFL Learners’ Psychological Capital: Insights from Positive Psychology

Many studies have shown that flow, psychological capital (PsyCap), anxiety, and academic efficacy play significant roles in EFL learning, yet little attention has been paid to how these positive and negative states jointly shape learners' PsyCap. Grounded in the broaden-and-build theory, this study investigated how flow, a state of deep engagement and enjoyment in learning, affected EFL learners' PsyCap. A total of 1611 EFL learners at the CEFR B1-B2 levels from six universities in China participated in the study. Data were collected using validated questionnaires developed for this study that measured flow, foreign language classroom anxiety (FLCA), academic efficacy, and PsyCap, and analyzed using structural equation modeling (SEM) in AMOS. The results revealed that flow had a significant direct positive effect on PsyCap (<i>β</i> = 0.648, <i>p</i> < 0.001). Academic efficacy significantly mediated this relationship (<i>β</i> = 0.059, <i>p</i> < 0.001), and a significant chain-mediated path was observed through FLCA and academic efficacy (<i>β</i> = 0.023, <i>p</i> < 0.001). The total effect of flow on PsyCap was 0.729 (<i>p</i> < 0.001). These findings provide new insights into educational practices that can effectively enhance EFL learners' PsyCap and academic achievement by facilitating flow and reducing anxiety.