Self-compassion and English learning anxiety among college students: a moderated chain mediation model

This study provides theoretical support for interventions aimed at reducing English learning anxiety, particularly in the Chinese educational context where students generally experience high academic pressure. The findings suggest that educators should introduce self-compassion interventions in their teaching to help students regulate emotions, boost self-confidence, and reduce learning anxiety. Moreover, the presence of gender differences indicates that teachers should design personalized interventions based on students' gender characteristics.