Christine E. Daley

Factors associated with foreign language anxiety

Foreign language anxiety is a complex phenomenon that has been found to be a predictor of foreign language achievement. This study of 210 university students examined factors that predict 1 foreign language anxiety. A setwise multiple regression analysis revealed that seven variables (i.e., age, academic achievement, prior history of visiting foreign countries, prior high school experience with foreign languages, expected overall average for current language course, perceived scholastic competence, and perceived self-worth) contributed significantly to the prediction of foreign language anxiety. An analysis of variance, which included trend analysis, revealed that freshmen and sophomores reported the lowest levels of foreign language anxiety, and that anxiety levels increased linearly as a function of year of study. The educational implications of these findings for understanding foreign language anxiety and for increasing foreign language learning are discussed, as are suggestions for future research.

Cognitive, affective, personality, and demographic predictors of foreign-language achievement

Abstract The ability of cognitive, affective, personality, and demographic variables to predict second-language acquisition among college students was investigated. An all possible subsets regression analysis was used to compare the proportion of variance in foreign-language achievement explained by each variable. The analysis revealed that variables from each of the 4 domains were important predictors of foreign-language achievement. Overall, academic achievement, as measured by GPA average, was the best predictor, explaining 11.5% of the variance in foreign-language achievement. Foreign-language anxiety, the next best predictor, explained 10.5% of the variance. The educational implications of these findings for understanding foreign-language achievement are discussed, along with suggestions for future research.

Perfectionism and statistics anxiety

Abstract The purpose of this study was to investigate the relationship between perfectionism and statistics anxiety, using a multivariate approach. Participants were 107 students enrolled in graduate-level research methodology courses. A canonical correlation analysis revealed that graduate students who hold unrealistic standards for significant others (i.e. other-oriented perfectionists) and those who maintain a perceived need to attain standards and expectations prescribed by significant others (i.e. socially-prescribed perfectionists) tend to have higher levels of statistics anxiety associated with interpretation anxiety , test and class anxiety , computational self-concept and fear of asking for help . The implications of these findings are discussed.

The Validation of Three Scales Measuring Anxiety at Different Stages of the Foreign Language Learning Process: The Input Anxiety Scale, the Processing Anxiety Scale, and the Output Anxiety Scale

This study examined the psychometric properties of the Input Anxiety Scale, the Processing Anxiety Scale, and the Output Anxiety Scale, which measure anxiety at the input, processing, and output stages of the foreign language learning process. These scales were administered to 258 university students. Evidence of structural validity was provided via 3 separate exploratory factor analyses. Confirmatory factor analyses revealed that the 3 scales didnot represent either a single unidimensional construct underlying foreign language anxiety or P. D. MacIntyre and R. C. Gardners (1994b) 3-stage model of anxiety. However, when some items were removed, the scales confirmed the 3-stage model, suggesting that modifications to the scales are needed.

Correlates of Anxiety at Three Stages of the Foreign Language Learning Process

Foreign language anxiety is a complex phenomenon that occurs at each stage of the language learning process (i.e., input, processing, and output). This study of 205 university students attempted to identify a combination of variables that might be correlated with these three types of anxiety. Canonical correlation analyses revealed that students with the highest levels of anxiety at the input, processing, and output stages tend to be older; have lower expectations of their achievement in foreign language courses, low perceived global self-worth, low perceived scholastic competence, low perceived intellectual ability, and low perceived job competence; and have taken few or no high school foreign language courses. Academic achievement acted as a suppressor in the model by increasing the predictive power of the independent variables. The educational implications of these findings for understanding foreign language anxiety and for increasing foreign language learning are discussed, as are suggestions for future research.

Using learning style to predict foreign language achievement at the college level

Abstract Although researchers have examined the role of learning styles in foreign language achievement, many studies have investigated isolated dimensions of this construct (e.g. field independence/dependence). Relatively few studies have used a comprehensive learning styles instrument to determine predictors of achievement in college foreign language classes. Thus, the purpose of this study was to use a broadly focused learning style instrument to identify a combination of learning styles that might be correlated with foreign language achievement at the college level. It was hoped that findings from this study would facilitate the identification of college students who are at risk of underachieving in foreign language classes. Participants were 100 university students enrolled in either French or Spanish first and second semester courses. All possible subsets multiple regression analyses revealed that higher achievers in foreign language courses tend to like informal classroom designs and to prefer not to receive information via the kinesthetic mode. Certain learning style variables (i.e. responsibility and mobility), when included in the model, acted as suppressors, increasing the predictive power of classroom design preference and kinesthetic orientation with respect to achievement. The educational implications of these findings for understanding the potential relationships between learning styles and foreign language achievement are discussed, as are suggestions for future research.

The relative contributions of examination-taking coping strategies and study coping strategies to test anxiety: A concurrent analysis

Both examination-taking coping strategies and study coping strategies are determinants of test anxiety. This study examines the contributions made by these two types of coping strategies on the anxiety/performance relationship, under two types of examination conditions. Twenty-six graduate students, who were enrolled in an intermediate-level statistics course, were assigned randomly to either an untimed or a timed examination condition. Both types of coping strategies made a significant contribution in explaining variance in test anxiety. Overall, students in the timed condition performed more poorly than did students in the untimed condition. A significant interaction was found between examination-taking coping strategies and examination condition: Students with poor coping strategies did not perform as well in the timed as in the untimed condition. No such interaction was found between study coping strategies and examination condition. The results appear consistent with an information-processing interpretation, which suggests that different processes related to test anxiety affect examination performance. Implications for counselors assisting students with inadequate coping strategies are discussed.

RELATION OF HOPE TO SELF-PERCEPTION

Hope has been defined as a multidimensional construct, comprising a cognitive determination to accomplish personal goals (agency) and the propensity to plan methods of achieving goals (pathways). This study investigated whether these dimensions of hope were related to dimensions of self-perception Participants were 96 graduate students from a variety of disciplinary backgrounds enrolled in educational statistics and research methods courses. Correlations indicated that scores on Agency were significantly and positively related to scores on Perceived Self-worth (r = .34), Perceived Job Competence (r = .39), Perceived Scholastic Competence (r = .47), Perceived Social Acceptance (r = .33), and Perceived Creativity (r = .34). In addition, scores on Pathways were significantly related to scores on Perceived Job Competence (r = .34), Perceived Romantic Relationships (r = .33), and Perceived Creativity (r = A2). A setwise multiple regression indicated that scores on Perceived Scholastic Competence and Perceived Job Competence accounted for 21.5% of the variance in Agency. Also, scores on Perceived Creativity and Perceived Romantic Relationships explained 21.8% of the variance in Pathways. It is recommended that researchers explore the causal basis for relations between hope and self-perception.

Relationships between Anxiety and Achievement at Three Stages of Learning a Foreign Language

Anxiety in foreign language courses has been conceptualized as occurring at each of three stages of input, processing, and output. Specifically, input anxiety refers to the learners apprehension when receiving information in the foreign language; processing anxiety refers to the apprehension experienced by learners when learning and thinking in the foreign language; and output anxiety refers to the apprehension experienced when speaking or writing in the foreign language. The present purpose was to investigate the relationship between achievement and anxiety at each of these three stages of learning a foreign language. Participants were 224 college students from a variety of disciplinary backgrounds, enrolled in Spanish, French, or German classes. Small but significant negative associations were found between achievement in the foreign language and scores on the Input Scale, the Processing Scale, and the Output Scale. These indicate educators should consider more than just the output stage of learning in foreign language classes.

Learning Style and Achievement in a Course on Research Methods

The purpose of this study was to investigate the relation of learning style and achievement during a course on research methods. Participants were 74 graduate students from a variety of disciplinary backgrounds. A series of setwise regression analyses indicated that students who evaluated research articles successfully maintained positive attitudes toward the presence of authority figures. Students adept at proposal writing preferred working alone in quiet environments, and those who had the most knowledge of research concepts, methods, and applications were those who preferred less course structure and who preferred working alone, learning by using multiple resources, and working in the evening. In addition, these students were not kinesthetically oriented and required caloric intake during study. Based on these findings, suggestions were made for effective teaching strategies in courses on research methods.