How does academic self-concept contribute to English language achievement in Chinese EFL college classes?

The findings highlight the pivotal roles of academic self-concept and academic buoyancy in enhancing English language achievement while revealing boundary conditions linked to personal best. Pedagogically, strengthening students' self-belief and everyday academic resilience remains crucial; however, instructors should calibrate self-referenced goal setting to avoid inadvertently attenuating the performance yield of buoyant coping.