The Interplay of Emotional Intelligence and Self-Efficacy in Predicting Emotion Regulation: Insights from EFL Learners

Arabmofrad, Ali; Kazemi, Yeganeh; Alizadeh, Milad; Niazi, Eesa

doi:10.22049/jalda.2026.30570.1795

Document Type : Research Article

Authors

¹ Assistant Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran

² MA in TEFL, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran

³ PhD Candidate in ELT, Urmia University, Urmia, Iran

⁴ Assistant Professor of Management, Department of Management, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran

10.22049/jalda.2026.30570.1795

Abstract

Addressing an underexplored dimension of the socio-emotional aspects of second language acquisition, this study examines how emotional intelligence (EI) and self-efficacy (SE) differentially predict emotion regulation (ER) among 256 Iranian EFL learners aged 10 to 15. Employing Structural Equation Modeling (SEM), the research investigates the interrelationships among these psychological constructs within the context of English language learning. The findings indicate a moderate yet statistically significant positive association between SE and ER, and a stronger positive relationship between EI and ER, while no significant correlation emerges between SE and EI. The proposed SEM model exhibits an excellent fit, confirming that EI serves as a more powerful predictor of ER than SE. These resultsunderscore the crucial role of emotional intelligence in facilitating learners’ management of affective experiences during language learning. Consequently, the study recommends incorporating EI-oriented training within EFL instructional programs to foster learners’ emotional regulation, resilience, and academic success, thereby reinforcing the complementary relationship between emotional competence and linguistic-cognitive development.

Keywords

Main Subjects

Article Title [Persian]

تعامل هوش هیجانی و خودکارآمدی در پیش‌بینی تنظیم هیجان در زبان‌آموزان انگلیسی به عنوان زبان خارجی

Authors [Persian]

دکتر علی عرب مفرد ¹
یگانه کاظمی ²
میلاد علیزاده ³
عیسی نیازی ⁴

¹ استادیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده علوم انسانی و اجتماعی، دانشگاه گلستان، گرگان، ایران E-

² کارشناس ارشد آموزش زبان انگلیسی، واحد علوم و تحقیقات گلستان، دانشگاه آزاد اسلامی، گرگان، ایران

³ دانشجوی دکتری آموزش زبان انگلیسی، دانشکده پردیس، دانشگاه ارومیه، ارومیه، ایران

⁴ استادیار مدیریت بازرگانی، گروه مدیریت، دانشکده علوم انسانی و اجتماعی، دانشگاه گلستان، گلستان، ایران

Abstract [Persian]

این پژوهش به بررسی تعامل بین هوش هیجانی (EI)، خودکارآمدی (SE) و تنظیم هیجان (ER) در میان ۲۵۶ زبان‌آموز ایرانی سطح متوسط انگلیسی با سن ۱۰ تا ۱۵ سال می‌پردازد تا مشخص کند آیا خودکارآمدی و هوش هیجانی می‌توانند تنظیم هیجان را پیش‌بینی کنند. برای تحلیل داده‌ها از مدل‌سازی معادلات ساختاری (SEM) استفاده شد. نتایج نشان داد که رابطه مثبت معناداری بین هوش هیجانی و تنظیم هیجان وجود دارد، که بیانگر آن است زبان‌آموزان با هوش هیجانی بالاتر بهتر قادر به تنظیم هیجانات خود هستند. با این حال، رابطه معناداری بین خودکارآمدی و تنظیم هیجان یافت نشد، که نشان می‌دهد خودکارآمدی ممکن است به‌طور مستقیم بر تنظیم هیجان در این زمینه تأثیرگذار نباشد. علاوه بر این، همبستگی منفی متوسطی بین خودکارآمدی و هوش هیجانی مشاهده شد که حاکی از شکاف احتمالی بین اعتمادبه‌نفس زبان‌آموزان در توانایی‌هایشان و آگاهی هیجانی آن‌هاست. این یافته‌ها بر اهمیت پرورش هوش هیجانی در یادگیری زبان تأکید می‌کنند، زیرا این عامل نقش حیاتی در مدیریت چالش‌های هیجانی یادگیری یک زبان جدید دارد.

Keywords [Persian]

هوش هیجانی
خودکارآمدی
تنظیم هیجان
زمینه آموزش زبان انگلیسی
مدل‌سازی معادلات ساختاری

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The Interplay of Emotional Intelligence and Self-Efficacy in Predicting Emotion Regulation: Insights from EFL Learners

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Volume 14, Issue 1April 2026Pages 53-76

Volume 14, Issue 1
April 2026
Pages 53-76