University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 Comparison of Perfectionism, Auditory Metacognitive Awareness and Emotion Regulation in Language Learners with and Without Learning Anxiety Comparison of Perfectionism, Auditory Metacognitive Awareness and Emotion Regulation in Language Learners with and Without Learning Anxiety 45 56 4000 10.22098/jsp.2025.15737.5935 FA Zeid Shaker PhD student in psychology, Department of Psychology, Urmia University, Urmia, Iran Esmaiel Soliemani Professor, Department of Psychology, Urmia University, Urmia, Iran Abolghasem Yaghoobi Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran. Journal Article 2024 08 28 Objective: Anxiety is one of the most important factors affecting learning and achieving success in a second language. The aim of this study was to compare perfectionism, auditory metacognitive awareness and emotion regulation in language learners with and without learning anxiety.<br />Method: The research method was a cross-sectional causal-comparative study. The statistical population included all language learners of English language teaching centers in Babol city in 2024, and a sample of 200 people was selected from among the statistical population through available sampling method. To collect data, were used Harwitz et al.'s language learning anxiety questionnaire (1986), Vandergrift et al.'s metacognitive awareness (2006), Rasouli and Bahrami's academic perfectionism (2015) and Hoffman and Kashden's emotional self-regulation (2010).<br />Findings: The results of multivariate variance analysis showed that there is a significant difference between language learners with and without learning anxiety in academic perfectionism, metacognitive awareness and emotion regulation. So that the main of the group with language learning anxiety in academic perfectionism is significantly higher than the group without language learning anxiety, and in contrast, is significantly lower the main of metacognitive awareness and emotional regulation.<br />Conclusion: It can be concluded that there is a difference between perfectionism, metacognitive awareness and emotional regulation of language learners with and without learning anxiety and it is suggested to the relevant officials to improve the level of language learners quantitatively and qualitatively, should take place along with other measures, on these variables Educational and psychological intervention. Objective: Anxiety is one of the most important factors affecting learning and achieving success in a second language. The aim of this study was to compare perfectionism, auditory metacognitive awareness and emotion regulation in language learners with and without learning anxiety.<br />Method: The research method was a cross-sectional causal-comparative study. The statistical population included all language learners of English language teaching centers in Babol city in 2024, and a sample of 200 people was selected from among the statistical population through available sampling method. To collect data, were used Harwitz et al.'s language learning anxiety questionnaire (1986), Vandergrift et al.'s metacognitive awareness (2006), Rasouli and Bahrami's academic perfectionism (2015) and Hoffman and Kashden's emotional self-regulation (2010).<br />Findings: The results of multivariate variance analysis showed that there is a significant difference between language learners with and without learning anxiety in academic perfectionism, metacognitive awareness and emotion regulation. So that the main of the group with language learning anxiety in academic perfectionism is significantly higher than the group without language learning anxiety, and in contrast, is significantly lower the main of metacognitive awareness and emotional regulation.<br />Conclusion: It can be concluded that there is a difference between perfectionism, metacognitive awareness and emotional regulation of language learners with and without learning anxiety and it is suggested to the relevant officials to improve the level of language learners quantitatively and qualitatively, should take place along with other measures, on these variables Educational and psychological intervention. https://jsp.uma.ac.ir/article_4000_92c889cc895d9f4b59a85eb8c4bd73f6.pdf