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Emotions and creativity as predictors of resilience among L3 learners in the Chinese educational context

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Abstract

This study investigated the factors related to resilience among third language (L3) learners by using a positive psychological framework. Participants were 635 native Chinese-speaking L3 learners (other than Chinese and English) in three highly competitive secondary schools in China. First, the correlation results revealed intercorrelations among positive emotions, creativity and resilience that were all positive and in the moderate range, while negative emotions were negatively correlated with resilience and positively correlated with L3 extrinsic learning motivation; Second, multiple regression analyses revealed that after controlling for the demographical confounders, both creativity and positive/negative emotions significantly predicted resilience in L3 learners. In addition, creativity showed a stronger predictive effect than emotions on resilience among the L3 learners. Further, an indirect effect of creativity was found between emotions and resilience, consistent with the broaden-and-build theory suggesting that positive emotional experiences enables learners to perceive learning contexts from a creative, flexible perspective resulting in the build up of psychological resources (e.g., resilience). Strategies for bringing positive emotions and fostering creativity among language learners in educational contexts through classroom teaching and learning exercises are discussed.

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  1. Faculty of Education, University of Macau, Macau, China

    Xinjie Chen

  2. Graduate School of Education, Stanford University, 520 Galvez Mall, Stanford, CA, 94305-3001, USA

    Xinjie Chen & Amado M. Padilla

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Chen, X., Padilla, A.M. Emotions and creativity as predictors of resilience among L3 learners in the Chinese educational context. Curr Psychol 41, 406–416 (2022). https://doi.org/10.1007/s12144-019-00581-7

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