ArticleScientific reports2025
The mediating role of emotion regulation in the link between personality traits and self-regulated learning among low-achieving EFL learners.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigates the mediating role of emotion regulation in the relationships between three personality traits (conscientiousness, extraversion, and neuroticism) and self-regulated learning (SRL) among low-achieving EFL learners. A survey involving 424 learners was conducted in Chinese IELTS learning contexts, and PLS-SEM was used to assess both direct and indirect effects. The results revealed that emotion regulation positively mediated the relationship between conscientiousness and SRL, as well as extraversion and SRL, indicating that learners with higher levels of these traits tended to better regulate their emotions, thereby enhancing their SRL. However, while both neuroticism and emotion regulation independently affected SRL, no mediating effect was found for emotion regulation between neuroticism and SRL. These findings highlight the significance of personality traits in shaping SRL among low-achieving students in EFL settings. The study further highlights the need for differentiated instructional strategies aimed at strengthening emotion regulation and fostering effective SRL behaviours among this learner population.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.