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 and Naglaa Fathy Mohammad Atia Abuslema

SAGE Open, 2024, vol. 14, issue 2, 21582440241251659

Abstract: 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.

Keywords: psycholinguistics; mental health; structural equation modeling; theoretical floatability; self-evaluation; affection control (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241251659

DOI: 10.1177/21582440241251659

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