THE INFLUENCE OF MINDFULNESS, RESILIENCE, AND SELF-EFFICACY ON FOREIGN LANGUAGE ANXIETY AND REDUCING FOREIGN LANGUAGE ANXIETY THROUGH INTEGRATIVE GROUP COUNSELING AMONG CHINESE COLLEGE STUDENTS

Abstract

This study aimed to 1) explore the relationships between mindfulness, resilience, self-efficacy, and Foreign Language Anxiety (FLA) among Chinese college students; 2) identify the most influential predictor of FLA among mindfulness, resilience, and self-efficacy; and 3) develop an integrative group counseling program to enhance the most influential predictor of FLA and reduce FLA. A mixed-method approach was employed in two phases. Phase 1 involved 323 students selected through stratified random sampling. Quantitative data were collected using the Mindful Attention Awareness Scale (MAAS), the Connor-Davidson Resilience Scale (CD-RISC), the General Self-efficacy Scale (GSES), and the Foreign Language Classroom Anxiety Scale (FLCAS). The results revealed that mindfulness, resilience, and self-efficacy were negatively correlated with FLA, with self-efficacy being the influential predictor of FLA (R² = 0.315, Adjusted R² = 0.309, F = 48.971, p

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