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.