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<p>The cognitively and emotionally demanding process of foreign language learning requires learners to adapt flexibly to ongoing challenges. This study aims to examine the mechanisms linking cognitive flexibility, achievement emotions, academic buoyancy, and burnout among English as a foreign language (EFL) learners, with a particular focus on testing a hypothesized serial mediation model in which achievement emotions and academic buoyancy explain how cognitive flexibility relates to burnout. Guided by control-value theory and broaden-and-build theory within a cognitive-emotional-behavioral framework, data were collected from 302 undergraduate EFL students. The data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), followed by structural equation modeling (SEM) with bootstrapping procedures. The findings revealed two contrasting mediated pathways linking cognitive flexibility to academic buoyancy and burnout. Negative achievement emotions significantly mediated the relationship between cognitive flexibility and burnout, indicating that higher cognitive flexibility indirectly reduced burnout by attenuating maladaptive emotional experiences. In contrast, positive achievement emotions mediated the relationship between cognitive flexibility and academic buoyancy, highlighting an adaptive pathway through which flexibility fostered engagement and resilience, whereas academic buoyancy did not independently mediate the relationship with burnout. The findings also revealed a moderating effect in which CF–alternatives shaped the relationship between CF–control and negative achievement emotions, indicating that the negative association of CF–control with negative achievement emotions strengthened at higher levels of alternatives flexibility. The results highlight cognitive flexibility as a central mechanism within an integrated cognitive-emotional system that promotes adaptive engagement and protects against burnout in EFL learning. The pedagogical implications include an emphasis on fostering emotional regulation and flexible thinking to enhance learner resilience.</p>

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From cognitive flexibility to burnout: testing a serial mediation model of achievement emotions and buoyancy in efl learning

  • 期刊论文

  • 发表日期：

    2026年6月26日

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  • Sana A. Almutlaq

摘要

The cognitively and emotionally demanding process of foreign language learning requires learners to adapt flexibly to ongoing challenges. This study aims to examine the mechanisms linking cognitive flexibility, achievement emotions, academic buoyancy, and burnout among English as a foreign language (EFL) learners, with a particular focus on testing a hypothesized serial mediation model in which achievement emotions and academic buoyancy explain how cognitive flexibility relates to burnout. Guided by control-value theory and broaden-and-build theory within a cognitive-emotional-behavioral framework, data were collected from 302 undergraduate EFL students. The data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), followed by structural equation modeling (SEM) with bootstrapping procedures. The findings revealed two contrasting mediated pathways linking cognitive flexibility to academic buoyancy and burnout. Negative achievement emotions significantly mediated the relationship between cognitive flexibility and burnout, indicating that higher cognitive flexibility indirectly reduced burnout by attenuating maladaptive emotional experiences. In contrast, positive achievement emotions mediated the relationship between cognitive flexibility and academic buoyancy, highlighting an adaptive pathway through which flexibility fostered engagement and resilience, whereas academic buoyancy did not independently mediate the relationship with burnout. The findings also revealed a moderating effect in which CF–alternatives shaped the relationship between CF–control and negative achievement emotions, indicating that the negative association of CF–control with negative achievement emotions strengthened at higher levels of alternatives flexibility. The results highlight cognitive flexibility as a central mechanism within an integrated cognitive-emotional system that promotes adaptive engagement and protects against burnout in EFL learning. The pedagogical implications include an emphasis on fostering emotional regulation and flexible thinking to enhance learner resilience.