English language teaching
Ahmad Fawad Kakar; Reza Pishghadam; Elham Naji Meidani
Abstract
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 ...
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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.
Naser Rashidi; Fatemeh Javan mardi
Volume 4, Issue 10 , March 2013, , Pages 53-75
Abstract
With the development of research on educational psychology and foreign language teaching and learning, one of the most controversial concepts in educational psychology might be the issues related to the students’ achievement goal orientations. Regarding the goals that students adopt which might ...
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With the development of research on educational psychology and foreign language teaching and learning, one of the most controversial concepts in educational psychology might be the issues related to the students’ achievement goal orientations. Regarding the goals that students adopt which might influence their academic success and failure, this study was undertaken to determine whether gender and different years of education affected the relationship between students’ achievement goal and their academic achievement. To achieve such goals, achievement goal orientation questionnaires were distributed among 182 male and female B.A. students, majoring in English Literature at Shiraz University. The obtained data were analyzed through multiple regression coefficient. The results showed that only in the case of females, gender affected the relationship between students with performance approach and performance avoidant goal orientation and their academic achievement. In addition, in the case of freshmen and juniors, only performance approach was the significant predictor of the students’ academic achievement. Regarding sophomore students, adopting such a goal did not have significant effects on their academic achievement. Likewise, in the case of seniors, both performance approach and performance avoidant had significant effects on the students’ academic achievement.
