Buoyancy and Achievement in Japanese Language Learning: The Serial Mediation of Emotions and Engagement

Buoyancy is considered a critical factor influencing learning outcomes. Yet, its effect on language learning is still underexplored. Drawing on the control-value theory, this research examines how buoyancy affects academic performance, mediated by emotions (anxiety, enjoyment, and boredom) and engagement. Data was gathered using a composite questionnaire to measure these constructs. A total of 535 Chinese university students learning Japanese in eastern and central China took part in this study. The study utilized structural equation modeling to analyze these connections. The findings generally suggested that buoyancy is indirectly associated with achievement via two potential mediating paths: (1) buoyancy enhances enjoyment and reduces boredom, which in turn positively affects engagement and ultimately leads to increased achievement; (2) buoyancy positively impacts students’ engagement, which in turn increases achievement. These findings provide theoretical insights into how buoyancy relates to achievement and the pedagogical implications for enhancing language learners’ emotional well-being and learning.