The Relationship Between Academic Buoyancy and Academic Self-Handicapping in Foreign Language Learning Among University Students

Academic buoyancy refers to students’ ability to successfully overcome routine academic challenges and setbacks, representing a positive adaptive psychological mechanism. In contrast, academic self-handicapping describes students’ tendency to proactively create barriers in evaluative situations to avoid potential negative judgments resulting from failure. This study employs questionnaire data to examine the relationship between academic buoyancy and academic self-handicapping in college students’ foreign language learning, with a focus on gender differences in both constructs and their intercorrelation.