Self-compassion and English learning anxiety among college students: a moderated chain mediation model.

Objective: English learning anxiety has become a significant factor affecting students' learning efficiency and academic performance, particularly among Chinese university students. As a psychological intervention, self-compassion has been shown to effectively alleviate anxiety. However, there is a lack of systematic empirical research on how self-compassion influences English learning anxiety through internal psychological mechanisms, especially in the context of Chinese culture. This study aims to explore the relationship between self-compassion and English learning anxiety among Chinese university students, focusing on the role of personal growth initiative and experiential avoidance as mediators, and examining gender differences as a moderator. Methods: This study used a questionnaire survey method to recruit 1,287 university students from China. Data were collected using the Self-Compassion Scale, Personal Growth Initiative Scale, Experiential Avoidance Scale, and English Learning Anxiety Scale. SPSS Process macro was used to analyze the relationships between self-compassion, personal growth initiative, experiential avoidance, and English learning anxiety, and to test the moderating effect of gender on these relationships. Results: The results indicated that self-compassion significantly negatively predicted English learning anxiety, and this relationship was mediated by personal growth initiative and experiential avoidance. Additionally, gender played a significant moderating role in the relationship between self-compassion and English learning anxiety, with female students being more likely to exacerbate anxiety through experiential avoidance when faced with academic pressure. Conclusion: This study provides theoretical support for interventions aimed at reducing English learning anxiety, particularly in the Chinese educational context where students generally experience high academic pressure. The findings suggest that educators should introduce self-compassion interventions in their teaching to help students regulate emotions, boost self-confidence, and reduce learning anxiety. Moreover, the presence of gender differences indicates that teachers should design personalized interventions based on students' gender characteristics.