Profiles of EFL Emotion Regulation Strategies and Associations With Regulatory Emotional Self-Efficacy and Burnout

Although second language (L2) emotions have been intensively investigated in the recent decade, little attention has been paid to how L2 learners regulate their L2 learning emotions. It also remains unknown how different combinations of emotion regulation strategies (ERS) relate to learners’ regulatory emotional self-efficacy (RESE) beliefs and L2 burnout. The current study recruited 777 Chinese undergraduates of English as a foreign language (EFL) by administering a battery of questionnaires. Latent profile analysis indicated that three distinct groups of learners emerged, namely the Adaptive Group (40.5%), the High ERS Group (6.8%), and the Maladaptive Group (52.7%). Three-step Bolck–Croon–Hagenaars (BCH) analysis revealed distinct group differences in RESE and burnout. The Maladaptive Group reported the lowest levels on both RESE dimensions, indicating weaker confidence in managing emotions. The Adaptive Group demonstrated the highest level of RESE in expressing positive emotions (RESE-POS), while the High ERS Group showed the highest level of RESE in regulating negative emotions (RESE-NEG). Regarding burnout, the Adaptive Group consistently reported the lowest levels of emotional exhaustion, cynicism, and lack of efficacy. However, the differences between the Maladaptive and High ERS Groups in emotional exhaustion and cynicism were not statistically significant, and the Adaptive Group did not differ from the High ERS Group in lack of efficacy. The theoretical and practical implications were discussed.