Mediating effects of emotion regulation and creative problem solving in the relationship between mindfulness and foreign language learning anxiety

The aim of this study is to examine the relationships between middle school students' mindfulness levels, emotion regulation strategies, creative problem-solving attributes, and foreign language learning anxiety. In this research, the mediating effects of emotion regulation strategies and creative problem-solving features on the relationship between mindfulness and foreign language learning anxiety were examined. The Mindful Attention Awareness Scale-Children was adapted for use with middle school students in Türkiye in this study. The results of the scale adaptation study showed sufficient evidence of validity and reliability. The sample of the correlational research consisted of 1886 secondary school students. The direct and indirect effects of the predictive variables on foreign language learning anxiety were estimated by structural equation modeling. The results of the correlation analysis showed that mindfulness, creative problem-solving attributes and cognitive reappraisal strategy were found to be negatively related with foreign language learning anxiety. Mindfulness was positively associated with creative problem-solving features and cognitive reappraisal strategy. In general, the strengths of relationships were found to be at low-to-moderate level. According to the results of the structural equation modeling, the direct effects of mindfulness the dimensions of foreign language learning anxiety were found to be negative. Many of the creative problem-solving attributes were found to have partial mediating effects on the relationships between mindfulness and foreign language learning anxiety. Emotion regulation strategies had no mediating effect on the effects of mindfulness on communication anxiety and fear of negative evaluation. Only the cognitive reappraisal strategy of emotion regulation partially mediated the effect of mindfulness on test anxiety. To reduce foreign language learning anxiety, widespread use of mindfulness practices in learning environments and training students in effective emotion regulation strategies and creative problem-solving skills are recommended. KEYWORDS: Mindfulness, Foreign Language Anxiety, Emotion Regulation, Creative Problem Solving, Middle School Students.