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Over the past decades, the field of second language acquisition (SLA) has increasingly emphasized the importance of psychological variables in shaping language learning outcomes. Among these, motivation has long been recognized as a central determinant of success in foreign language learning (Dörnyei, 2005; Dörnyei & Ryan, 2015). More recently, attention has shifted toward motivational regulation strategies (MRSs)—the deliberate actions learners employ to initiate, maintain, and enhance their motivation during learning (Wolters, 1998; Li, 2017). Motivational regulation is conceptualized within the broader framework of self-regulated learning (SRL), where learners actively control cognitive, emotional, and motivational processes (Pintrich, 2000; Zimmerman, 2008). Research indicates that learners who effectively regulate their motivation demonstrate higher engagement, persistence, and achievement in language learning contexts (Kryshko et al., 2020; Teng et al., 2020). Simultaneously, the emergence of positive psychology in SLA has expanded scholarly interest toward learners’ psychological well-being (PWB) (MacIntyre & Mercer, 2014; Dewaele et al., 2019). Psychological well-being, often conceptualized through frameworks such as Ryff’s multidimensional model (Ryff & Keyes, 1995) or Seligman’s PERMA model (Seligman, 2011), reflects individuals’ optimal functioning, including positive emotions, engagement, relationships, meaning, and accomplishment. Another key construct gaining prominence is resilience, defined as the capacity to adapt positively in the face of adversity (Luthar et al., 2000). In educational contexts, resilience has been linked to academic success, emotional stability, and well-being (Martin & Marsh, 2006; Cassidy, 2015). In SLA, resilience is increasingly recognized as a crucial factor influencing learners’ persistence and emotional experiences (Kim & Kim, 2017; Derakhshan et al., 2022). Despite these advances, there remains a notable gap in the literat