Exploring the Interplay of Academic Resilience, Cognitive Appraisals of GenAI, and Academic Engagement Among Pre-Service Chinese as a Foreign Language Teachers

Abstract

This study examines the impact of academic resilience on the engagement of Chinese as a foreign language (CFL) pre-service teachers amid the disruption caused by generative AI (GenAI). Using the Conservation of Resources theory as a foundation, we suggest that resilience helps reduce vulnerabilities by influencing how GenAI is perceived—either as a challenge or an obstacle. Data from 365 CFL pre-service teachers were analysed using structural equation modelling. The findings show a strong direct effect of resilience on engagement (β = 0.542) and reveal two pathways: resilience increased challenge appraisals (β = 0.179) and decreased hindrance appraisals (β = −0.228). Although challenge appraisals had a weak positive effect on engagement (β = 0.100), hindrance appraisals had a significantly stronger negative impact (β = −0.257). Notably, resilience fostered engagement primarily by reducing hindrance appraisals (mediated β = 0.058), while the challenge pathway was not significant. The model accounted for 45.6% of the variance in engagement, highlighting both the disruptive potential of GenAI and the systemic vulnerabilities of pre-service teachers. The results suggest that resilience interventions should focus on alleviating AI-related threats, such as career anxieties, rather than emphasising perceived opportunities. This study redefines resilience as a crucial protective factor for educators facing AI-driven transitions, calling for pedagogical approaches that address technological disruptions as both psychological and professional challenges.