Background <p>Self-efficacy perception and strategy use are two key processes for achieving self-regulated learning. Based on the perspective of self-regulated learning theory, this study explores the mediating mechanism of self-regulated learning efficacy, and strategy use (self-control and emotion regulation strategies) between resilience and online learning emotional engagement.</p> Methods <p>The study was conducted on 2182 college students from China using questionnaires, and a structural equation model was established to test the mediating effects.</p> Results <p>The results showed that: firstly, resilience, self-regulated learning efficacy, self-control, cognitive reappraisal, and online learning emotional engagement were all significantly positively correlated with each other, while expressive suppression was significantly negatively correlated with resilience and self-control. Secondly, resilience can individually mediate online learning emotional engagement through self-regulated learning efficacy, self-control, and cognitive reappraisal. Additionally, it can indirectly predict emotional engagement in online learning by way of the chain mediating effect of self-regulated learning efficacy, self-control, and cognitive reappraisal, but the direct effect of resilience on online learning emotional engagement is not significant. Lastly, there are differences in the mediating effects between urban and rural areas.</p> Conclusion <p>The results of this study provide new intervention perspectives and procedural learning support suggestions for enhancing learners’ emotional engagement and optimizing their online learning experience.</p>