This study investigates the impact of trait anxiety on self-regulated learning ability among college students and explores the potential mediating role of social support and learning self-efficacy. A survey was conducted using a questionnaire distributed via social media, targeting college students in Taiwan. A total of 310 valid responses were collected, comprising 90 males, 216 females, and 4 participants who preferred not to disclose their gender. The research employed a questionnaire survey method using the following scales: the Trait Anxiety Inventory, the Social Support Scale, the Learning Self-Efficacy Inventory, and the Self-Regulated Learning Scale. During the pre-test phase, 110 valid samples were obtained through proportional stratified sampling for internal consistency and confirmatory factor analysis. After excluding 110 samples used in a pilot study, 200 samples were analyzed using regression and mediation effect analyses. The results indicated that trait anxiety negatively predicts self-regulated learning abilities and has a negative impact on social support, while social support positively correlates with self-regulated learning. Similarly, trait anxiety negatively influences learning self-efficacy, which in turn positively predicts self regulated learning ability. Both social support and self-efficacy serve as mediating variables between trait anxiety and self-regulated learning. In practice, this study suggests that universities should encourage interaction between peers and faculty to strengthen social support and provide resources necessary for adapting to academic life. Additionally, screening for the quality of social support can help identify students in need of intervention-focused counseling services. To enhance learning self efficacy, universities can create a positive learning environment and implement project-based learning strategies to foster students’ initiative and boost their confidence in learning.
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