Unraveling the Effects of Academic Buoyancy on L2 Writing Achievement: A Serial Mediation Model With Psychological Network Analysis

This study investigates the impact of academic buoyancy on L2 writing achievement through a serial mediation model involving writing feedback perception (WFP) and writing motivation. Drawing on a sample of 353 Chinese English as a foreign language (EFL) university students, the research integrates structural equation modeling and psychological network analysis to explore both the psychological mechanisms and the serial influence patterns underlying writing performance. Results reveal that (a) academic buoyancy is directly and positively associated with L2 writing achievement; (b) WFP and writing motivation not only individually mediate the relationship between academic buoyancy and L2 writing achievement but also form a serial mediation chain linking academic buoyancy to L2 writing achievement; (c) two key bridge indicators, WFP4 (“I am satisfied with the comments my teacher made on my English writing.”) and WM7 (“I really try hard to learn how to write in English.”) are identified as important links between WFP and writing motivation. These findings underscore the importance of academic buoyancy, WFP, and writing motivation for L2 writing achievement, suggesting that educators and policymakers should support these factors to improve student writing outcomes.