Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners

Abstract

IntroductionMindfulness, self-efficacy, and self-regulation play vital roles in shaping the psychological well-being of English as a Foreign Language (EFL) learners. This study investigates the interconnections among these constructs and their implications for the psychological well-being of 527 Chinese EFL learners.MethodsA cross-sectional study was conducted among Chinese EFL learners enrolled in a university in China. Participants were recruited through a non-probability convenience sampling method from English language courses. They completed validated self-report questionnaires assessing mindfulness, self-efficacy, self-regulation, and psychological well-being. Structural Equation Modeling (SEM) and mediation analysis were employed to explore the relationships among these constructs.ResultsThe study found that mindfulness and self-efficacy independently and directly predicted psychological well-being among Chinese EFL learners. Additionally, self-regulation emerged as a significant mediator in the relationship between mindfulness and psychological well-being, suggesting that mindfulness enhances well-being indirectly through improved self-regulation skills.DiscussionThese findings underscore the critical roles of mindfulness practices, self-efficacy beliefs, and self-regulation skills in promoting psychological well-being among EFL learners. The implications of this study extend to mindfulness-based interventions and programs designed. However, the study’s cross-sectional design limits causal inference, and the use of self-report measures may introduce biases. Moreover, the sample’s limited diversity and homogeneous demographic profile, attributed to the convenience sampling from a single university, may constrain the generalizability of the findings. Future research could adopt longitudinal designs and diverse participant samples to further elucidate these relationships and enhance the robustness of the findings.

Self-efficacy and academic procrastination in a sample of university students: A correlational study

“…(2) En este contexto, la autoeficacia emerge como un factor determinante que influye en la capacidad de los estudiantes para enfrentar y superar estas demandas. (3) La autoeficacia se refiere a las creencias individuales acerca de la capacidad para mantener metas establecidas y llevar a cabo acciones exitosas, (4) especialmente en situaciones desafiantes. (5) Esta percepción puede ser de naturaleza general o específica: la primera se relaciona con una capacidad percibida para enfrentar condiciones estresantes en general, mientras que la segunda se refiere a contextos o situaciones particulares.…”