Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners
Frontiers in Psychology March 27, 2024 DOI: 10.3389/fpsyg.2024.1332002 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cross-sectional study Longitudinal Peer reviewed |
|---|---|
| Sample size | 527 |
| Population | Chinese university students learning English as a Foreign Language (EFL) in China |
| Topics | Meditation |
| Keywords | Education |
| Key findings | Mindfulness and self-efficacy each directly predicted psychological well-being in Chinese EFL learners, and self-regulation significantly mediated the relationship between mindfulness and well-being, indicating mindfulness may enhance well-being indirectly through improved self-regulation. The authors note the cross-sectional design precludes causal inference. |
Abstract
Introduction: Mindfulness, 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.
Methods: A 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.
Results: The 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.
Discussion: These 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.