University of Mohaghegh Ardabili Journal of School Psychology 22520821 15 1 2026 03 21 Presentation of Language Learning Anxiety Model based on Auditory Metacognitive Awareness with Emphasis on the Mediating role of Emotion Regulation Presentation of Language Learning Anxiety Model based on Auditory Metacognitive Awareness with Emphasis on the Mediating role of Emotion Regulation 22 12 4675 10.22098/jsp.2026.15651.5924 FA Zeid Shaker PhD student in psychology, Department of Psychology, Urmia University, Urmia, Iran Esmaiel Soliemani Associate 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 14 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 examine the structural equation model between auditory metacognitive awareness and language learning anxiety by testing the mediating role of emotion regulation.<br />Method: The research method was a structural equation model. The statistical population of this research included all language learners of English language education centers in Babol city in 2024, and a sample of 200 people was selected through random cluster sampling. To collect data were used the language learning anxiety questionnaire of Harwitz et al. (1986), auditory metacognitive awareness of Vandergrift et al. (2006) and emotional self-regulation by Hoffman and Kashden (2010).<br />Results: The results of Pearson's correlation coefficient analysis showed that there is a significant relationship between emotion regulation with auditory metacognitive awareness (R=-0.591) and language learning anxiety (R=0.555). They also confirmed all the fit indices of the model. So that the standardized path coefficients showed that is significant the direct effect of auditory metacognitive awareness on emotion regulation (β=0.55) and language anxiety (β=0.66). Also, the results of AMOS software bootstrap test showed that is significant the indirect effect of auditory metacognitive awareness on language learning anxiety through emotion regulation (β=0.49).<br />Conclusion: Based on the findings of the present study, it can be concluded that is not a simple linear relationship between auditory metacognitive awareness and language learning anxiety, but other variables such as emotion regulation play a moderating role in this relationship. 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 examine the structural equation model between auditory metacognitive awareness and language learning anxiety by testing the mediating role of emotion regulation.<br />Method: The research method was a structural equation model. The statistical population of this research included all language learners of English language education centers in Babol city in 2024, and a sample of 200 people was selected through random cluster sampling. To collect data were used the language learning anxiety questionnaire of Harwitz et al. (1986), auditory metacognitive awareness of Vandergrift et al. (2006) and emotional self-regulation by Hoffman and Kashden (2010).<br />Results: The results of Pearson's correlation coefficient analysis showed that there is a significant relationship between emotion regulation with auditory metacognitive awareness (R=-0.591) and language learning anxiety (R=0.555). They also confirmed all the fit indices of the model. So that the standardized path coefficients showed that is significant the direct effect of auditory metacognitive awareness on emotion regulation (β=0.55) and language anxiety (β=0.66). Also, the results of AMOS software bootstrap test showed that is significant the indirect effect of auditory metacognitive awareness on language learning anxiety through emotion regulation (β=0.49).<br />Conclusion: Based on the findings of the present study, it can be concluded that is not a simple linear relationship between auditory metacognitive awareness and language learning anxiety, but other variables such as emotion regulation play a moderating role in this relationship. https://jsp.uma.ac.ir/article_4675_0a06e1dd066244c1e5411af394e4c043.pdf