what do buoyant students need? the mediator roles of academic emotion regulation, l2 grit, self- assessment, and self-efficacy

Language learning is not a set of easy steps. it is a long and complex undertaking. a large number of learner attributed constructs are necessary in the second/foreign language learning process to guarantee the psychological health and academic success of the learners. despite the proliferation of research on factors affecting the psychological health and academic success of english as a foreign language (efl) learners, the interplay between academic buoyancy (ab), academic emotion regulation (aer), l2 grit, self- assessment (s-a), and self-efficacy (s-e) has been widely ignored in academia. urged by this backdrop, this study was an attempt to unveil the relationship between ab, aer, l2 grit, s-a, and s-e in the realm of language learning. in so doing, the theoretical and empirical underpinnings of this line of research are critically reviewed referring to different definitions, dimensions, approaches, and conceptualizations of each construct. moreover, previous studies were also reviewed to approve their strong linkage. the contributions of aer, l2 grit, s-a, and s-e to ab were confirmed, which results in educational flourishing. this study makes an effort to provide some implications for stakeholders and authorities working in the educational arena. additionally, a number of research gaps and suggestions for some future directions were enumerated.