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<p>Two important psychoemotional constructs that may directly or indirectly affect other language-related construct are academic emotion regulation (i.e., the strategies students use to influence their emotional experiences and responses within academic settings) and self-compassion (i.e., the practice of extending kindness and understanding to oneself during instances of perceived inadequacy or suffering). Given this, this study delves into the intricate relationships among academic emotion regulation, self-compassion with academic motivation, growth mindset, and psychological wellness in the English as a foreign language (EFL) context of Iran through the lens of self-determination theory. Engaging 385 EFL learners from Mashhad’s private language institutions, this study utilized validated instruments to assess the aforementioned constructs. Structural equation modeling (SEM) yielded a robust model, revealing significant positive correlations among academic emotion regulation, self-compassion, academic motivation, growth mindset, and psychological wellness. The findings underscore the importance of fostering supportive educational atmospheres that bolster EFL learners’ emotional health, motivation, and scholastic success. The study calls for ongoing longitudinal research to further elucidate the sustained effects of these constructs on language acquisition outcomes.</p>

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Role of Academic Emotion Regulation and Self-Compassion in EFL Learners’ Academic Motivation, Growth Mindset, and Psychological Wellness: Insights from Self-Determination Theory

  • 期刊论文

  • 发表日期：

    2025年2月25日

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  • Ehsan Namaziandost,
  • Afsheen Rezai,
  • Hossein Kargar Behbahani,
  • Tahereh Heydarnejad

摘要

Two important psychoemotional constructs that may directly or indirectly affect other language-related construct are academic emotion regulation (i.e., the strategies students use to influence their emotional experiences and responses within academic settings) and self-compassion (i.e., the practice of extending kindness and understanding to oneself during instances of perceived inadequacy or suffering). Given this, this study delves into the intricate relationships among academic emotion regulation, self-compassion with academic motivation, growth mindset, and psychological wellness in the English as a foreign language (EFL) context of Iran through the lens of self-determination theory. Engaging 385 EFL learners from Mashhad’s private language institutions, this study utilized validated instruments to assess the aforementioned constructs. Structural equation modeling (SEM) yielded a robust model, revealing significant positive correlations among academic emotion regulation, self-compassion, academic motivation, growth mindset, and psychological wellness. The findings underscore the importance of fostering supportive educational atmospheres that bolster EFL learners’ emotional health, motivation, and scholastic success. The study calls for ongoing longitudinal research to further elucidate the sustained effects of these constructs on language acquisition outcomes.