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 emotional safety as well a sense purpose, achievement, success the major objectives successful education. They need to be armed with self-aid constructs overcome academic setbacks challenges. Despite attributions emotion regulation (AER), core self-assessment (CSA) buoyancy (AB), no study has ever uncovered relationships. To this end, current research intended test structural model English foreign language (EFL) university learners’ AER, CSA, AB. The questionnaire (AERQ), (CSAQ), scale (ABS) were administered 395 Iranian EFL learners. Based on results equation modeling (SEM), AER CSA predict Additionally, contribution AB was confirmed. implications findings raise awareness personality traits that can foster practical learning assessment. This opens new doors for future research. may help learners, teachers, administrators, policymakers, curriculum designers.