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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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| 2 |
Perceived Impact of Attitudes and Competencies of Lecturers on Academic Performance of Female Students at a University in Zimbabwe
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In: Journal of International Women's Studies (2020)
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| 3 |
Academic Achievement of Bilingual and NonBilingual Education Degree Students ; Rendimiento académico de los estudiantes de titulaciones universitarias bilingües y no bilingües de Magisterio
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Estudio comparativo del rendimiento entre niños repetidores y no repetidores. ; Comparative study of performance between grade repetition children and non-grade repetition children
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| 5 |
The Social Economics of Adolescent Behavior and Measuring the Behavioral Culture of Schools
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In: Wong, Mitchell D; Chung, Paul J; Hays, Ron D; Kennedy, David P; Tucker, Joan S; & Dudovitz, Rebecca N. (2019). The Social Economics of Adolescent Behavior and Measuring the Behavioral Culture of Schools. Journal of Child and Family Studies, 28(4), 928 - 940. doi:10.1007/s10826-018-01325-0. UCLA: Retrieved from: http://www.escholarship.org/uc/item/3hn1x609 (2019)
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Uso de tecnologías y rendimiento académico en estudiantes adolescentes ; Use of technologies and academic performance in adolescent students
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El autoconcepto en la etapa de Educación Primaria: incidencia en los alumnos más capaces
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Uso de tecnologías y rendimiento académico en estudiantes adolescentes
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 59, 2019, pags. 73-81 (2019)
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| 9 |
The student voice: the students own views on smartphone usage and impact on their academic performance
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| 10 |
The link between off campus work for students, reduced academic performance and increased mental health issues
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Análisis de las habilidades lingüísticas en educación infantil y primaria en un contexto multicultural ; Psycholinguistic analysis skills and primary education in a multicultural context
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| 12 |
Influencia de la motivación de logro en estudiantes de educación primaria
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Relación entre actividades extraescolares, rendimiento académico y autoestima en el alumnado de educación primaria
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Estudio de la resiliencia en el sistema educativo y la práctica deportiva
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| 15 |
Inteligencia emocional en la educación primaria: una revisión teórica
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| 16 |
Academic Performance in Human Anatomy and Physiology Classes: A 2-Yr Study of Academic Motivation and Grade Expectation
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In: Nursing, School of - Faculty Publications (2016)
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| 17 |
Evaluating the Impact of Curriculum Infusion on US College Students’ Alcohol Use and Academic Performance
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In: Psychology Faculty Publications (2016)
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| 18 |
Research Brief No. 21 - Academic Performance and Educational Pathways of Allophone Youth: A Comparative Analysis of Montreal, Toronto, and Vancouver
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In: Population Change and Lifecourse Strategic Knowledge Cluster Research/Policy Brief (2016)
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| 19 |
Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance
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| 20 |
A study of Chinese engineering students’ communication strategies in a mobile-assisted professional development course
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Cheng, Li. - : Universitat Politècnica de València, 2016
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