在线英语学习中,学生的信心(学业自我效能)与开口意愿(交流意愿)是影响学习成效的重要心理因素,但二者在个体内部的组合模式及其对学业抗逆力的作用机制尚有待进一步揭示。基于学业抗逆力的风险-保护框架,本研究采用潜在剖面分析,对579名高二学生进行调查,旨在识别其在学业自我效能与交流意愿上的异质性类型,并比较不同类型学生在学业抗逆力上的差异。结果表明:(1)四类别模型拟合最佳,共识别出四种类型:低效能-回避型(15.4%)、中效能-低交流型(24.7%)、均衡发展型(32.0%)和高效能-沟通型(28.0%);(2)不同剖面学生的学业抗逆力存在显著的梯度差异,且效应量达到大效应,其中“高效能-沟通型”得分最高,“低效能-回避型”得分最低。研究表明,学业自我效能作为内部保护因素、交流意愿作为社会性保护因素,在提升抗逆力过程中具有协同作用。研究揭示了在线学习情境下学习者心理特征的异质性,并为基于学习者类型的分层干预提供了实证依据。

In online English learning, students’ confidence (academic self-efficacy) and willingness to speak (willingness to communicate) are two important psychological factors that influence learning outcomes. However, the ways in which these two factors are combined within individuals, as well as their role in shaping academic resilience, remain insufficiently understood. Drawing on the risk-protective factor framework of academic resilience, this study employed latent profile analysis to investigate 579 eleventh-grade students. The aims were to identify heterogeneous profiles based on academic self-efficacy and willingness to communicate, and to compare differences in academic resilience across these profiles. The results showed that: (1) the four-profile model demonstrated the best fit, yielding four distinct groups: the low-efficacy—avoidant group (15.4%), the moderate-efficacy—low-communication group (24.7%), the balanced-development group (32.0%), and the high-efficacy—communicative group (28.0%); (2) significant gradient differences in academic resilience were found across the profiles, with a large effect size. Among them, the high-efficacy—communicative group scored the highest, whereas the low-efficacy—avoidant group scored the lowest. These findings suggest that academic self-efficacy, as an internal protective factor, and willingness to communicate, as a social protective factor, work synergistically in enhancing students’ academic resilience. This study reveals the heterogeneity of learner psychological characteristics in online learning contexts and provides empirical evidence for learner type-based differentiated intervention.