The effects of academic resilience on foreign language anxiety: A structural equation modeling-based multi-group analysis

Foreign language (FL) anxiety is a significant factor influencing FL achievement. However, few studies have systematically examined the role of academic resilience in shaping FL anxiety. To address this gap, the present study employed a self-report survey of 650 junior high school students to investigate the mediating effect of self-efficacy on the relationship between academic resilience and FL anxiety. Furthermore, the study explored whether urban-rural differences moderate the interrelationships among academic resilience, self-efficacy and FL anxiety. Structural equation modeling-based multi-group analysis revealed that (1) academic resilience negatively predicts FL anxiety; (2) self-efficacy partially mediates the negative effect of academic resilience on FL anxiety; and (3) urban-rural differences moderate the link between academic resilience and self-efficacy, as well as the relationship between self-efficacy and FL anxiety, with both effects being stronger in urban schools. By applying Social Cognitive Theory, this study deepens our understanding of FL anxiety and underscores the critical importance of fostering academic resilience. The findings suggest that when designing FL courses, instructors should strategically promote students' academic resilience and self-efficacy to reduce their FL anxiety.