A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

This study attempts to add new empirical evidence on the psychological aspects of language learning. The research examined potential interactions among sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement in a single design. To this end, 376 English as foreign (EFL) students at universities private institutes participated study. conducted analyses revealed significant associations constructs. These findings are discussed from perspective current theory ways via which buoyancy may contribute learning how apprehension dwindle success. implications suggestions for future also discussed.