The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling
Abstract Students are essential parts of society, and their mental health and emotional safety as well as a sense of purpose, achievement, and success are the major objectives of successful education. They need to be armed with self-aid constructs to overcome academic setbacks and challenges. Despit...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-12-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-022-00207-z |
| _version_ | 1811179002887405568 |
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| author | Tahereh Heydarnejad Khaled Ahmed Abdel-Al Ibrahim Nasser Said Gomaa Abdelrasheed Ehsan Rezvani |
| author_facet | Tahereh Heydarnejad Khaled Ahmed Abdel-Al Ibrahim Nasser Said Gomaa Abdelrasheed Ehsan Rezvani |
| author_sort | Tahereh Heydarnejad |
| collection | DOAJ |
| description | Abstract Students are essential parts of society, and their mental health and emotional safety as well as a sense of purpose, achievement, and success are the major objectives of successful education. They need to be armed with self-aid constructs to overcome academic setbacks and challenges. Despite the attributions of academic emotion regulation (AER), the core of self-assessment (CSA) to academic buoyancy (AB), no study has ever uncovered their relationships. To this end, the current research intended to test a structural model of English as a foreign language (EFL) university learners’ AER, CSA, and AB. The academic emotion regulation questionnaire (AERQ), the core of self-assessment questionnaire (CSAQ), and the academic buoyancy scale (ABS) were administered to 395 Iranian EFL university learners. Based on the results of structural equation modeling (SEM), AER and CSA predict learners’ AB. Additionally, the contribution of CSA to AB was confirmed. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster practical learning and assessment. This study opens new doors for future academic research. The implications of the study may help learners, teachers, administrators, policymakers, and curriculum designers. |
| first_indexed | 2024-04-11T06:28:29Z |
| format | Article |
| id | doaj.art-a2bc4c214ae4495b97c6b2475fe8aa37 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-11T06:28:29Z |
| publishDate | 2022-12-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-a2bc4c214ae4495b97c6b2475fe8aa372022-12-22T04:40:16ZengSpringerOpenLanguage Testing in Asia2229-04432022-12-0112112010.1186/s40468-022-00207-zThe effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modelingTahereh Heydarnejad0Khaled Ahmed Abdel-Al Ibrahim1Nasser Said Gomaa Abdelrasheed2Ehsan Rezvani3Department of English Language, Faculty of Literature and Humanities, University of GonabadEducational Psychology, College of Education, Prince Sattam bin Abdulaziz UniversityEducation Department, Student Counseling Center, Dhofar UniversityEnglish Department, Isfahan (Khorasgan) Branch, Islamic Azad UniversityAbstract Students are essential parts of society, and their mental health and emotional safety as well as a sense of purpose, achievement, and success are the major objectives of successful education. They need to be armed with self-aid constructs to overcome academic setbacks and challenges. Despite the attributions of academic emotion regulation (AER), the core of self-assessment (CSA) to academic buoyancy (AB), no study has ever uncovered their relationships. To this end, the current research intended to test a structural model of English as a foreign language (EFL) university learners’ AER, CSA, and AB. The academic emotion regulation questionnaire (AERQ), the core of self-assessment questionnaire (CSAQ), and the academic buoyancy scale (ABS) were administered to 395 Iranian EFL university learners. Based on the results of structural equation modeling (SEM), AER and CSA predict learners’ AB. Additionally, the contribution of CSA to AB was confirmed. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster practical learning and assessment. This study opens new doors for future academic research. The implications of the study may help learners, teachers, administrators, policymakers, and curriculum designers.https://doi.org/10.1186/s40468-022-00207-zAcademic emotion regulationThe core of self-assessmentAcademic buoyancyEFL learnersStructural equation modeling |
| spellingShingle | Tahereh Heydarnejad Khaled Ahmed Abdel-Al Ibrahim Nasser Said Gomaa Abdelrasheed Ehsan Rezvani The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling Language Testing in Asia Academic emotion regulation The core of self-assessment Academic buoyancy EFL learners Structural equation modeling |
| title | The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling |
| title_full | The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling |
| title_fullStr | The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling |
| title_full_unstemmed | The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling |
| title_short | The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling |
| title_sort | effect of academic emotion regulation on efl learners core of self assessment and academic buoyancy a structural equation modeling |
| topic | Academic emotion regulation The core of self-assessment Academic buoyancy EFL learners Structural equation modeling |
| url | https://doi.org/10.1186/s40468-022-00207-z |
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