Sociolinguistic Adaptability, Emotional Regulation, and Communicative Confidence of College Students: An Input to Socio-Communicative Competence Enhancement Program

Abstract

Effective communication in higher education requires not only linguistic competence but also the ability to adapt socially and regulate emotions in diverse interactions. This study investigated the sociolinguistic adaptability, emotional regulation, and communicative confidence of college students within the higher education context. Anchored on the view that effective communication encompasses linguistic, social, and emotional competencies, the study examined the influence of sociolinguistic adaptability and emotional regulation on students’ communicative confidence in academic and social interactions. An explanatory sequential mixed-methods research design was employed to determine these relationships among 396 college students in the Province of Capiz for the Academic Year 2025–2026. The quantitative phase utilized standardized questionnaires to measure sociolinguistic adaptability, emotional regulation, and communicative confidence, while the qualitative phase employed a researcher-developed interview guide to further explain the statistical results. Sociolinguistic adaptability and emotional regulation were treated as independent variables, while communicative confidence served as the dependent variable. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS), applying Frequency Count and Percentage, Mean, Standard Deviation, One-way Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation Coefficient (Pearson r), with a 0.05 level of significance. Results revealed that the respondents demonstrated a very high level of sociolinguistic adaptability and high levels of emotional regulation and communicative confidence. Significant differences in communicative confidence were found across varying levels of sociolinguistic adaptability and emotional regulation. Moreover, a significant relationship existed among the three variables. Based on the findings, a Socio-Communicative Competence Enhancement Program was proposed to strengthen students’ communicative competence and interpersonal effectiveness.