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The Interplay of Emotional Intelligence and Self-Efficacy in Predicting Emotion Regulation: Insights from EFL Learners | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 14، شماره 1، تیر 2026، صفحه 53-76 اصل مقاله (816.27 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2026.30570.1795 | ||
| نویسندگان | ||
| Ali Arabmofrad* 1؛ Yeganeh Kazemi2؛ Milad Alizadeh3؛ Eesa Niazi4 | ||
| 1Assistant Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran | ||
| 2MA in TEFL, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran | ||
| 3PhD Candidate in ELT, Urmia University, Urmia, Iran | ||
| 4Assistant Professor of Management, Department of Management, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran | ||
| چکیده | ||
| 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 256 Iranian EFL learners aged 10 to 15. 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. | ||
| کلیدواژهها | ||
| academic performance؛ emotional competence؛ psychological factors؛ SEM | ||
| مراجع | ||
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