examining the roles of sapioemotionality-angloemotionality and sensory motivation in english language achievement

Emphasizing the significance of students’ attitudes and emotions in the learning process, this study utilized structural equation modeling (sem) to investigate the roles of sapio-emotionality, angloemotionality, and sensory motivation in learners’ academic accomplishments. the key aim was to devise a scale for measuring students’ anglo-emotionality (a blend of native speakers’ characteristics and emotionality) using sem, while also scrutinizing the relationships between sapio-emotionality (intelligence entwined with emotionality), angloemotionality, and sensory motivation. data was collected from 292 efl students (156 males and 136 females) across both social and non-social sciences fields who filled in three questionnaires, namely sapio-emotionality, anglo-emotionality, and sensory motivation scales. the sem analysis indicated that the anglo-emotionality scale has robust psychometric properties. furthermore, it facilitated the revelation that sapio-emotionality is positively correlated with sensory motivation. however, no significant statistical correlations were discerned between anglo-emotionality and sensory motivation via sem. intriguingly, when mediated by angloemotionality, sem revealed that sapio-emotionality cannot predict sensory motivation and english language acquisition (ela). also, none of the dependent variables emerged as predictors of ela. the study concludes with a discussion of the results and their implications for future research, underscoring the utility of sem in elucidating these intricate relationships.