Self-efficacy and foreign language learning engagement: the mediating effects of emotion regulation strategies

Although prior research has established the importance of self-efficacy and emotion regulation in second language learning, the mechanisms through which these factors influence learning engagement remain underexplored. This study investigates the mediating roles of two emotion regulation strategies in the relationship between self-efficacy and learning engagement among 3012 Chinese university students. Structural equation modelling was used to examine the hypothesised mediation model. The results revealed that self-efficacy positively predicted behavioural, emotional, and cognitive engagement. Cognitive reappraisal acted as a positive mediator, with significant indirect effects on behavioural (β = 0.54), emotional (β = 0.41), and cognitive engagement (β = 0.39). Conversely, emotion suppression served as a negative mediator, showing adverse indirect effects on behavioural (β = −0.31), emotional (β = −0.27), and cognitive engagement (β = −0.26). These findings highlight the critical role of enhancing self-efficacy and encouraging adaptive emotional regulation strategies to support learners’ engagement.