ERIC Number: EJ1433594
Record Type: Journal
Publication Date: 2024-Apr
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2158-2440
The Effect of Affection Control on University Learners' Self-Evaluation and Theoretical Floatability: A Structural Equation Modeling
Mohammad Awad Al-Dawoody Abdulaal; Iman El-Nabawi Abdel Wahed Shaalan; Maryumah Heji Alenazi; Naglaa Fathy Mohammad Atia Abuslema
SAGE Open, v14 n2 2024
The main goals of a successful education should consider students' mental health and academic achievement. To overcome obstacles and setbacks in the classroom, the learners must be equipped with self-aid strategies. Despite the associations between affection control, the foundation of self-evaluation, and theoretical floatability, no research in psycholinguistics has ever revealed their connections. In order to do this, the current study tested a structural model of the affection control, self-evaluation, and theoretical floatability of EFL university learners. 155 Saudi EFL university students were given the affection control questionnaire (ACQ), self-evaluation questionnaire (SEQ), and the theoretical floatability scale (TFS). The results showed that learners' theoretical floatability can be predicted by affection control and self-evaluation based on structural equation modeling (SEM). It was also proven that self-evaluation contributed to theoretical floatability. The findings have implications for increasing learners' realization of their personality features and self-evaluation, which can promote practical evaluation.
Descriptors: Foreign Countries, College Students, English (Second Language), Psycholinguistics, Self Evaluation (Individuals), Structural Equation Models, Self Control, Affective Behavior, Coping, Academic Persistence
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A