The Mediating Role of Autonomous Learning and Academic Resilience in the Relationship Between English Language Anxiety and Students’ Performance
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Universiti Malaysia Sarawak
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With increasing academic competition in higher education, the relationship between learning anxiety and academic performance in students' learning process has attracted much attention. This study examines the relationship between learning anxiety and academic performance, focusing on the mediating roles of autonomous learning and academic resilience, using data from university students in Jinan, Shandong Province, China. A quantitative research approach was adopted, utilizing a stratified random sampling method to ensure a representative sample. Data from 384 university students in Jinan, Shandong Province, China, were analyzed using SPSS version 27. The findings indicate that learning anxiety has a significant negative impact on academic performance, while autonomous learning and academic resilience exert positive effects. Moreover, both autonomous learning and academic resilience serve as mediating factors, helping to mitigate the negative influence of anxiety on students’ academic outcomes. These results highlight the importance of fostering self-directed learning habits and psychological resilience to mitigate anxiety-related challenges. The study offers insights for educators and policymakers to develop more effective strategies for enhancing students’ academic success in English language learning.