BRIEF RESEARCH REPORT article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1627834
Enhanced Well-being in Second Language Learners: Unraveling the Roles of Emotion Regulation and Resilience
Provisionally accepted
Hong Shi*
jiayao gao- China University of Petroleum, Beijing, Beijing, China
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With the growing interest in positive psychology, the roles of well-being, emotion regulation, and resilience in second language acquisition (SLA) have attracted increasing attention. Emotion regulation aids in maintaining positive emotions and managing study stress, while resilience helps individuals maintain a positive attitude and recover swiftly from difficulties. Both factors significantly impact the well-being of SLA learners. This study investigated the relationship among these variables using questionnaires on 157 English language learners from a top university in China. Correlation and regression analyses, conducted using SPSS, revealed significant positive correlations between emotion regulation (cognitive reappraisal and expressive suppression), resilience, and well-being. Resilience exhibited the strongest correlation with well-being, followed by its correlation with cognitive reappraisal and expressive suppression. Cognitive reappraisal had a significant positive predictive effect on well-being, with resilience partially mediating this relationship. On the other hand, expressive suppression indirectly affected well-being solely through resilience. The findings underscore the importance of enhancing emotion regulation skills and resilience to improve SLA learners' well-being, providing insights for educational strategy development and learner support.
Keywords: Emotion Regulation, resilience, Well-being, Second language learners, Positive Psychology
Received: 13 May 2025; Accepted: 06 Oct 2025.
Copyright: © 2025 Shi and gao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Hong Shi, hzs0032@auburn.edu
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