Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning

Abstract This study advances our understanding of the complex interplay of self-regulated learning (SRL) strategies, achievement emotions, and second language (L2) grit in online English learning from a complex systems perspective. A cohort of 263 Chinese non-English majors completed self-report questionnaires once they finished a 16-week online English course. Using psychological network analysis (PNA), a novel method for exploring psycho-emotional traits within a unified network, this study mapped the interrelationships among cognitive (SRL strategies), affective (achievement emotions), and personality (L2 grit) factors across different proficiency levels. The PNA results confirmed complex interrelationships among these individual factors and revealed SRL strategies emerging as the most central variables interacting with achievement emotions (hope, hopelessness, enjoyment, and boredom) and L2 grit. Furthermore, network comparison tests identified significant differences between the high and low proficiency groups in three interrelationships: motivational regulation strategies-hopelessness, cognitive strategies-L2 grit, and enjoyment-L2 grit. These findings extend SRL theory by unveiling the interconnectedness of strategies, emotions, and personality in online environments and issue a call for humanistic, learner-centered L2 education.