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

Abstract

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