This study aims at exploring the direct impact of positive mental health through 6 factors on quality of life among students with disabilities and diabetes at Saudi universities, as well as the moderating impact of physical fitness on all direct relationships among all variables of the study. Employing a quantitative research methodology, using self-administered surveys distributed to a sample of students with disabilities and diabetes at numerous Saudi Arabian universities. 468 completed surveys were received and subjected to statistical analysis, using PLS-SEM, and the study uncovered significant positive direct relationships between all positive mental health sub factors and quality of life among students. Additionally, the study revealed that physical fitness acts as a moderator in all direct relationships These findings offer valuable insights for universities, in order to develop and implement psychological support and academic adjustments policies ensuring students have access to health and wellness programs, and engage local communities in the creation of policies that can help students with disabilities.
The study investigates the role of foreign language enjoyment (FLE) and engagement in the context of English language learning among Chinese students, emphasizing the significance of positive emotions in enhancing academic success. Utilizing a sample of 249 students majoring in international trade, the research employs the foreign language enjoyment scale to count their enjoyment level and foreign language engagement scale to assess various dimensions of student engagement, including cognitive, emotional, behavioral, and social engagement. By conducting regression analysis, the findings reveal that FLE positively influencing learners’ learning outcome while engagement doesn’t pose significant impact on their learning outcome. The study highlights the importance of fostering positive emotions in educational settings to improve language learning outcomes and suggests that understanding the interplay between FLE and other affective factors can lead to more effective teaching strategies in foreign language education.
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