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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.

The purpose of this study was to examine the dimensional structure of the Arabic version of the Positive Affect and Negative Affect Schedule using a sample of undergraduate students from a private university in the Sultanate of Oman. Confirmatory factor analysis was conducted to test four preconceptualized item-fit models: a one-factor structure model, a two-factor model using a factor structure of items converging on Positive Affect and Negative Affect, a correlated two-factor model, and finally the correlated three-factor model. Strongest support was found for the correlated two-factor model. A recent study provided further evidence of the robust structure of the Positive Affect and Negative Affect Schedule using the two-factor model. This study tested the model in a non-Western culture and a population that was very different from that in previous studies. The implications of these findings and recommendations are discussed herein.

Introduction Psychological vitality has a significant relationship with self-realization, mental health, positive emotions and self-motivation, life satisfaction, and optimism. Additionally, it reduces the possibility of exposure to anxiety, depression and stress. In the same line, work pressures drive teachers to suffer from some negative emotions such as anger and lack of motivation, which in turn influence their vitality, social relations with colleagues. Objectives The present study designed a motivational counseling-based program to improve psychological vitality among teachers in Dhofar region schools Methods Participants were 60 teachers obtained the lowest degrees on the psychological vitality questionnaire. They were divided randomly into two groups: experimental and control. Qusai-experimental method with two groups design was adopted. The given program consists of 18 counseling sessions at the rate of 3 sessions per week ranging from 60 to 75 minutes. Results indicated that statistically significant differences at 0.01 level were found between mean scores of both groups groups on the posttest of psychological vitality favoring the experimental group. Also, statistically significant differences at 0.01 level were detected between the pre-test and post-test (experimental group) mean scores favoring the post-test. Taken together those findings confirm the effectiveness of the counseling program in improving psychological vitality Posttest and follow up test did not significantly differ which prove the continuity of program effectiveness. Conclusions To conclude, motivational counseling plays an important role in enhancing psychological vitality of teachers. Further research might use the program in alleviating other psychological disorders. Disclosure No significant relationships.