The Interplay of Emotional Intelligence and Self-Efficacy in Predicting Emotion Regulation: Insights from EFL Learners

Addressing an underexplored dimension of the socio-emotional aspects of second language acquisition, this study examines how emotional intelligence (EI) and self-efficacy (SE) differentially predict emotion regulation (ER) among ۲۵۶ Iranian EFL learners aged ۱۰ to ۱۵. Employing Structural Equation Modeling (SEM), the research investigates the interrelationships among these psychological constructs within the context of English language learning. The findings indicate a moderate yet statistically significant positive association between SE and ER, and a stronger positive relationship between EI and ER, while no significant correlation emerges between SE and EI. The proposed SEM model exhibits an excellent fit, confirming that EI serves as a more powerful predictor of ER than SE. These resultsunderscore the crucial role of emotional intelligence in facilitating learners’ management of affective experiences during language learning. Consequently, the study recommends incorporating EI-oriented training within EFL instructional programs to foster learners’ emotional regulation, resilience, and academic success, thereby reinforcing the complementary relationship between emotional competence and linguistic-cognitive development.

کلیدواژه ها:

academic performance ، emotional competence ، psychological factors ، SEM