Emphasizing the significance of students\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\' attitudes and emotions in the learning process, this study utilized Structural Equation Modeling 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 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 social and non-social sciences fields who filled in three questionnaires, namely sapio-emotionality, angloemotionality, 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. 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.

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