<b>Dataset on </b><b>Positive Emotions and Engagement as Mediators Between Self-Regulated Learning and English Performance on MOOCs</b>

As MOOCs increasingly become a primary channel for English learning in China, understanding how learners regulate their behavior and emotions in these autonomous environments is essential. Grounded in social cognitive theory and control-value theory, this study investigated the role of self-regulated learning strategies (SRLS) in predicting English language performance, with positive emotions and engagement modeled as chain mediators reflecting emotional and motivational pathways. A total of 475 Chinese university students enrolled in CET-4 MOOCs completed validated measures of SRLS, positive emotions, engagement, and self-reported their English test scores. Structural equation modeling revealed that SRLS significantly predicted performance both directly and indirectly. Specifically, learners with stronger SRLS reported higher levels of positive emotions and engagement, in turn, contributing to better English test outcomes. The chain mediation model indicated that positive emotions and engagement together constituted complementary affective–motivational pathways through which SRLS exert their influence. These findings highlight the importance of fostering both emotional and strategic readiness in online language learning, especially in autonomy-driven and teacher-scarce environments like MOOCs. Pedagogical implications for designing emotionally supportive and autonomy-enhancing learning environments are discussed.