This study investigates the relationships among mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in 527 Chinese English as a Foreign Language (EFL) learners. The study employed a cross-sectional design, with participants recruited through convenience sampling from English language courses in Chinese universities. Validated self-report questionnaires were used to assess mindfulness, self-efficacy, self-regulation, and psychological well-being. Structural Equation Modeling (SEM) and mediation analysis were used to explore the relationships among these constructs. The results showed that mindfulness and self-efficacy independently and directly predicted psychological well-being among Chinese EFL learners. Additionally, self-regulation emerged as a significant mediator in the relationship between mindfulness and psychological well-being, suggesting that mindfulness enhances well-being indirectly through improved self-regulation skills. The study also found that self-regulation mediated the relationship between self-efficacy and psychological well-being. The findings underscore the critical roles of mindfulness practices, self-efficacy beliefs, and self-regulation skills in promoting psychological well-being among EFL learners. The study's cross-sectional design limits causal inference, and the use of self-report measures may introduce biases. The sample's limited diversity and homogeneous demographic profile, attributed to convenience sampling from a single university, may constrain the generalizability of the findings. Future research could adopt longitudinal designs and diverse participant samples to further elucidate these relationships and enhance the robustness of the findings. The study highlights the importance of integrating mindfulness, self-efficacy, and self-regulation into language instruction to foster a supportive and empowering learning environment. These interventions can help EFL learners manage stress, improve focus, and develop a growth mindset, which can positively impact their language learning experiences. The findings have important implications for language education, suggesting that enhancing self-efficacy, self-regulation, and mindfulness in EFL learners can promote their psychological well-being and overall language learning success.This study investigates the relationships among mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in 527 Chinese English as a Foreign Language (EFL) learners. The study employed a cross-sectional design, with participants recruited through convenience sampling from English language courses in Chinese universities. Validated self-report questionnaires were used to assess mindfulness, self-efficacy, self-regulation, and psychological well-being. Structural Equation Modeling (SEM) and mediation analysis were used to explore the relationships among these constructs. The results showed that mindfulness and self-efficacy independently and directly predicted psychological well-being among Chinese EFL learners. Additionally, self-regulation emerged as a significant mediator in the relationship between mindfulness and psychological well-being, suggesting that mindfulness enhances well-being indirectly through improved self-regulation skills. The study also found that self-regulation mediated the relationship between self-efficacy and psychological well-being. The findings underscore the critical roles of mindfulness practices, self-efficacy beliefs, and self-regulation skills in promoting psychological well-being among EFL learners. The study's cross-sectional design limits causal inference, and the use of self-report measures may introduce biases. The sample's limited diversity and homogeneous demographic profile, attributed to convenience sampling from a single university, may constrain the generalizability of the findings. Future research could adopt longitudinal designs and diverse participant samples to further elucidate these relationships and enhance the robustness of the findings. The study highlights the importance of integrating mindfulness, self-efficacy, and self-regulation into language instruction to foster a supportive and empowering learning environment. These interventions can help EFL learners manage stress, improve focus, and develop a growth mindset, which can positively impact their language learning experiences. The findings have important implications for language education, suggesting that enhancing self-efficacy, self-regulation, and mindfulness in EFL learners can promote their psychological well-being and overall language learning success.