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

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. 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 self-regulation, and resilient coping. Data were analysed using bivariate correlation and hierarchical regression analyses to explore the relationships among the variables. 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. 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.