Abstract
Poor English language learning strategies are a problem in education. This study aimed to determine the significance of the combined degree of influence of mindfulness and psychological capital on English language learning strategies of senior high school students. Using a multiple linear regression design involving 160 samples selected students through convenient sampling, the researcher found that the predictive variables had a significant combined degree of influence, on the criterion variable. Thus, the social cognitive theory on self-regulation was affirmed. Implementation of mindfulness practices, integration of self-regulation training, provision of feedback and support, continuous evaluation and adaptation of self-regulation interventions, and production of research that further validates the theory was recommended.
