Exploring the Roles of Self-Actualization, Language Self-Efficacy, and Academic Emotions in EMI Students' Achievement: A Structural Equation Modeling Approach

Yuan Guan¹Lili Du²Chao Yang³Hui-Ling Hu^4*

• ¹International College, Dalian University, Dalian, China
• ²College of Philosophy, Dalian University, Dalian, China
• ³City Institute, Dalian University of Science, Dalian, China
• ⁴Institute of Creative Design and Management, National Taipei University of Business, Taoyuan, Taiwan

This study investigates the academic achievement of students in English Medium Instruction (EMI) environments, focusing on the mechanisms of self-actualization, language self-efficacy, internal locus of control, and learning anxiety. EMI students face dual pressures of language learning and academic demands, distinguishing their learning contexts from those of students in traditional environments. The study targeted Chinese university students from various academic disciplines enrolled in EMI programs, collecting 480 valid questionnaires as the basis for analysis. A structural equation model was employed to examine how self-actualization and language self-efficacy influence academic achievement directly and indirectly through internal locus of control and learning anxiety. The results reveal that self-actualization has a significant positive impact on internal locus of control, which further promotes academic achievement. While self-actualization also reduces learning anxiety, its indirect influence on academic achievement is relatively weaker. Language self-efficacy plays a dual role in reducing learning anxiety and improving academic performance. Among the mediating effects, the influence of internal locus of control is the strongest, underscoring its critical importance as a stable psychological trait in fostering academic success. This study provides theoretical support for understanding the psychological and emotional variables underlying academic achievement. It also offers practical recommendations for EMI contexts, emphasizing the importance of enhancing internal locus of control, managing learning anxiety, and strengthening language self-efficacy to address the challenges faced by EMI students and improve their learning outcomes.