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Generational Status and Academic Performance
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In: UC Riverside Undergraduate Research Journal, vol 15, iss 1 (2021)
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МЕТОДЫ КОНТРОЛЯ ЗНАНИЙ ПО ИНСТРАННОМУ ЯЗЫКУ У СТУДЕНТОВ, ОБУЧАЮЩИХСЯ ПО МЕТОДИКЕ CLIL ... : METHODS OF FOREIGN LANGUAGE PERFORMANCE ASSESSMENT IN STUDENTS PARTICIPATING IN CLIL ...
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Transfer Capital or Transfer Deficit: A Dual Perspective of English Learning of ESL College Transfer Students
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In: Sustainability; Volume 14; Issue 1; Pages: 214 (2021)
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Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education
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In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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The Effect of Anxiety on Academic Performance among English Language Learners College Students
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In: Doctoral Dissertations and Projects (2021)
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Impact of Teachers’ Classroom Manners, Teaching Strategies, and Parents’ Socioeconomic Status on Students’ Performance
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In: Health Policy and Community Health Faculty Publications (2021)
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A Comparison of Real-Time and Delayed Visual Performance Feedback On Teacher Praise
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In: Faculty Publications (2021)
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Relación de la modulación sensorial y el rendimiento académico en el área del lenguaje oral en niños de preescolar
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Impacto de los juegos serios en la fluidez matemática: Un estudio en Educación Primaria
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 69, 2021 (Ejemplar dedicado a: Participación ciudadana en la esfera digital), pags. 125-135 (2021)
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Anxiety and personality as indicators of academic performance in university foreign language classrooms
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 27-42 (2021)
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Abstract:
The main purpose of this study is to test whether students’ performance in official language tests in the university context is influenced, apart from anxiety, by certain personality traits. A sample of 394 university students in Spain were assessed in language academic performance using the Test of English for International Communication: Listening and Reading (TOEIC L&R), Foreign Language Anxiety using the Spanish version of the Foreign Language Classroom Anxiety Scale (FLCAS), Test Anxiety, by means of the Spanish version of the Test Anxiety Inventory and Personality Traits through the Five Factor Inventory (NEO-FFI). Frequency analyses for the categorical variables, and means and standard deviations for continuous variables were calculated, and a forward stepwise regression model was used to assess the independent variables that contributed significantly to the variance in the score on the academic performance. Foreign Language Classroom Anxiety (FLCA) correlated most significantly with student foreign language academic performance, followed by the Neuroticism dimension, Test Anxiety and Extraversion. These results show that anxiety can still be considered the best indicator to predict language academic performance and that personality traits do play a relevant part in the foreign language learning process in the university context. ; El objetivo de este estudio es comprobar si, aparte de la ansiedad, ciertas dimensiones de la personalidad tienen influencia en el rendimiento académico universitario en exámenes oficiales de idiomas. En una muestra de 394 estudiantes de una universidad española, se evaluó el rendimiento académico en idiomas mediante el examen Test of English for International Communication: Listening and Reading (TOEIC L&R), la ansiedad en lengua extranjera con la FLCAS, la ansiedad ante los exámenes con el Test Anxiety Inventory y las dimensiones de la personalidad con el NEO-FFI. Se calcularon análisis de frecuencias para las variables categóricas, y medias y desviación estándar para las variables continuas, y se aplicó un modelo de regresión lineal múltiple por pasos para identificar las variables independientes que contribuyen de manera significativa a la varianza del resultado del rendimiento académico. La ansiedad en el aula de idiomas es la variable que correlaciona más significativamente con el rendimiento académico, seguida por la dimensión de Neuroticismo, la Ansiedad ante los Exámenes y Extraversión. Los resultados muestran que la ansiedad puede seguir siendo considerada el indicador más eficaz para predecir el rendimiento académico en idiomas y que las dimensiones de la personalidad tienen cabida en el proceso de aprendizaje de idiomas en el contexto universitario.
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Keyword:
Academic performance; Ansiedad ante los exámenes; Ansiedad en lengua extranjera; Dimensiones de personalidad; Educación superior; Foreign language anxiety; Higher education; Personality traits; Rendimiento académico; Test anxiety
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8020373
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