Predictors of Psychological Well-being among Malaysian EFL University Students: Resilience and Self-Regulation
Predictors of Psychological Well-being among Malaysian EFL University Students: Resilience and Self-Regulation

Summary/Abstract: Background/purpose. The transition to tertiary education presents a critical adjustment period that demands adaptability and resilience from university students. In Malaysian universities, where English is the primary language of instruction, non-native English-speaking students often encounter difficulties in using the language effectively in academic settings. These language-related challenges can increase stress and adversely affect students’ psychological well-being. Grounded in the Self-Determination Theory (SDT), this study examines the roles of resilience coping and autonomous self-regulation in predicting psychological well-being among first-year non-native English-speaking university students in Malaysia. Materials/methods. A cross-sectional survey design was employed with a sample of 404 first-year students from universities in Selangor, Malaysia. Participants completed a confidential self-report questionnaire measuring psychological well-being, autonomous selfregulation, and resilient coping. Data were analyzed using bivariate correlation and hierarchical regression analyses to explore the relationships among the variables. Results. The results revealed significant positive correlations between psychological well-being and both autonomous regulation and resilient coping. Additionally, a strong association was found between autonomous regulation and resilient coping. Hierarchical regression analysis demonstrated that both predictors significantly contributed to psychological well-being, with resilient coping emerging as the stronger predictor. Autonomous regulation accounted for 15% of the variance in psychological well-being, and together, the predictors explained 29% of the variance. Conclusion. This study highlights the importance of fostering autonomous motivation and resilience to support the well-being of first-year non-native English-speaking students. While limited by sample diversity, findings suggest broader relevance beyond Malaysia. Future longitudinal and cross-cultural research is needed. By promoting coping skills, universities can help students sustain resilience and psychological health amid academic and language challenges.

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