Background: This study aimed to explore the correlation between psychological capital and music performance anxiety among Chinese college students majoring in music. Additionally, the study evaluated the chain mediating effects of self-esteem and flow experience.Methods: Three hundred twenty-nine college students pursuing a music major from institutions in Eastern China participated in the study. They were asked to complete the Psychological Capital, Self-Esteem, Flow Experience, and Music Performance Anxiety Scales. Descriptive statistics and correlation analysis were performed, and sophisticated mediation models were created.Results: The results suggest that self-esteem and flow experience play a role in connecting psychological capital and music performance anxiety. Moreover, the ultimate model elucidates significant connections linking psychological capital to self-esteem and flow experience in music performance anxiety.Conclusion: This study offers useful insights for future interventions aimed at mitigating music performance anxiety through the cultivation of students’ psychological capital, self-esteem, and flow experiences.

In this study, we ascertain the links between the four dimensions of L2 vocabulary knowledge and L2 reading proficiency and the moderating effects of vocabulary fluency. For this purpose, 312 EFL Chinese university student volunteers were recruited from six majors at one tertiary university in Southeast China, and they took a series of vocabulary tests and the IELTS reading test. SEM and PING’S SINGLE INDICATOR INTERACTION methods were adopted to analyze the collected test data. The results indicated that (a) receptive lexical knowledge has a much closer link with reading proficiency than productive vocabulary knowledge; (b) among the four dimensions of L2 vocabulary knowledge, receptive vocabulary depth has a closer connection with reading proficiency than receptive vocabulary breadth; (c) vocabulary fluency has a substantial moderating effect on the connection between L2 vocabulary and reading proficiency; and (d) multiple regression analysis verifies that whole-word knowledge explains 49% of the variance in L2 reading testing grades. We discuss theoretical and instructional implications, focusing on the role of the four dimensions of L2 vocabulary knowledge in the vocabulary assessment criteria for developing L2 reading proficiency.

The current study aims to probe the effectiveness and predictability of four aspects of lexical knowledge in writing proficiency of 312 Chinese university students of English as an ESL/EFL by pathways analysis of structure equation modeling. Furthermore, Bootstrapping and Monte Carlo statistical methods were used to analyze the mediation role of vocabulary fluency in the relationship between lexicons and writing proficiency. The results indicated that (a) the tested four aspects of lexicon knowledge (receptive/productive vocabulary breadth/depth) were all found to have a potential effect on writing; however, the effect of productive lexicons on writing proficiency is higher than that of receptive ones, and the effect of depth is better than that of breadth in both reception and production; (b) regression analysis demonstrated that overall lexical knowledge can account for 50 percent of the variance in writing; (c) vocabulary fluency plays a partial mediation role between vocabulary knowledge and writing ability; and (d) given the mediation role of lexicon fluency, the regression coefficient of both receptive vocabulary breadth and receptive vocabulary depth raised by 3 percent respectively; however, the regression coefficient of productive vocabulary has no changes. These findings suggest that vocabulary fluency can help language learners perform better in writing ability if only they have high vocabulary levels, especially productive vocabulary knowledge.

While there has been ample research on the relationship between vocabulary knowledge (breadth and depth aspects) and speaking proficiency, very little attention has been given to the correlation between the four aspects of L2 lexical knowledge (receptive/productive/breadth/depth) and L2 speaking ability, and none has focused on the moderation effect of L2 vocabulary fluency in speaking capability. The current research recruited 312 Chinese university students as participants. It used the Structure Equation Model (SEM) to assess the relative effectiveness of the four aspects of L2 lexical knowledge and the predictive power of the overall L2 lexical knowledge in L2 speaking. It also ascertained the moderation effect of L2 vocabulary fluency by using Ping’s Single Product Indication Method. Results showed that of the four aspects of L2 vocabulary knowledge, productive vocabulary depth contributed the most to speaking skills. The productive vocabulary breadth ranked second, with receptive vocabulary breadth and depth showing less contribution to speaking proficiency. Regression analyses indicated that overall L2 lexical knowledge explained 47% of the variance in speaking. On the basis of these research findings, educational implications are further discussed, then limitations are identified.

The current study aims to probe the effectiveness and predictability of four aspects of lexical knowledge in writing proficiency of 312 Chinese university students of English as an ESL/EFL by pathways analysis of structure equation modeling. Furthermore, Bootstrapping and Monte Carlo statistical methods were used to analyze the mediation role of vocabulary fluency in the relationship between lexicons and writing proficiency. The results indicated that (a) the tested four aspects of lexicon knowledge (receptive/productive vocabulary breadth/depth) were all found to have a potential effect on writing; however, the effect of productive lexicons on writing proficiency is higher than that of receptive ones, and the effect of depth is better than that of breadth in both reception and production; (b) regression analysis demonstrated that overall lexical knowledge can account for 50 percent of the variance in writing; (c) vocabulary fluency plays a partial mediation role between vocabulary knowledge and writing ability; and (d) given the mediation role of lexicon fluency, the regression coefficient of both receptive vocabulary breadth and receptive vocabulary depth raised by 3 percent respectively; however, the regression coefficient of productive vocabulary has no changes. These findings suggest that vocabulary fluency can help language learners perform better in writing ability if only they have high vocabulary levels, especially productive vocabulary knowledge.