The Relationship Between Academic Buoyancy and Academic Self-Handicapping in Foreign Language Learning Among University Students

Chen Qiuyu

doi:10.30560/ilr.v8n2p45

Chen Qiuyu Yunnan Normal University, Kunming, Yunnan, China

DOI: https://doi.org/10.30560/ilr.v8n2p45

Keywords: foreign language learning, academic buoyancy, academic self-handicapping

Abstract

Academic buoyancy refers to students’ ability to successfully overcome routine academic challenges and setbacks, representing a positive adaptive psychological mechanism. In contrast, academic self-handicapping describes students’ tendency to proactively create barriers in evaluative situations to avoid potential negative judgments resulting from failure. This study employs questionnaire data to examine the relationship between academic buoyancy and academic self-handicapping in college students’ foreign language learning, with a focus on gender differences in both constructs and their intercorrelation.

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References

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