敬业度和中学英语成绩：气候、家庭和心理资本的多方法研究

English-language proficiency gates access to tertiary education, employment, and competitive examinations in India, yet large learning-outcome surveys continue to document wide variation in secondary-stage English achievement. Classroom climate, parental involvement, psychological capital, and student engagement are the constructs most often linked to such achievement, but their joint contribution is usually summarised through a single average-effect model. This study examines how these four constructs relate to English achievement among Indian secondary students, using a variance-decompositio