Objective: The present study aimed to investigate correlation of perfectionism with English language learning mediated by emotional creativity and cognitive flexibility in students.
Method: The research method was correlational using path analysis, and the statistical population included all female students in the second grade of secondary school, that 235 of whom were selected as the convenience sampling method and responded to the Averill's Emotional Creativity Questionnaire (1991), Dennis & Vander Wal' Flexibility (2010), and Hewitt & Flett's Perfectionism (1991). The students' end-of-semester English language course scores were used to measure the English language learning variable. The data were analyzed using the Pearson correlation coefficient formula and path analysis using SPSS 24 and Amos 23 software.
Results: The results showed that perfectionism, emotional creativity, and cognitive flexibility have a direct effect on English language learning. Also, perfectionism has an indirect effect on English language learning through the mediation of cognitive flexibility and emotional creativity (0/001). The research model was also confirmed and the results showed that the research model had a good fit for the variables and 35% of the variance in English language learning was explained by the research variables.
Conclusions: According to the research findings, it is recommended that educational authorities and practitioners pay special attention to the role of perfectionism, emotional creativity, and cognitive flexibility of students in learning a second language, especially English as an international language, in order to increase their language learning ability.