Role of hedonic and eudaimonic well-being in second language learners' trait emotional intelligence and emotion regulation

Well-being can play a vital role in a student's trait emotional intelligence (EI) and emotion regulation that indirectly results in successful learning, rarely investigated in a second language (L2) context. The current research examined the role of well-being manifestations (i.e., hedonic and eudaimonic orientations) in L2 trait EI and emotion regulation. Participants were 312 students selected based on the cross-sectional design from 5 English language institutes randomly in one of the central cities of Iran. Results suggested a significant positive correlation between L2 hedonic orientations with trait EI and emotion regulation. Besides, there was a positive correlation, but not significant, between L2 eudaimonic orientations with trait EI and emotion regulation. Furthermore, results suggested that trait EI and emotion regulation can be regarded as the predictors of L2 hedonic orientations. Interestingly, a positive correlation between trait EI and emotion regulation was detected in this research. In sum, the current research underlines the importance of well-being orientations (i.e., hedonic and eudaimonic orientations) in supporting different pathways to achieving trait EI and emotion regulation that follow a higher level of L2 motivation to learning/teaching.