Analiza korelacji pomiędzy nasileniem cech osobowości a strategiami uczenia się leksyki na przykładzie polskich uczących się języka niemieckiego na trzecim etapie edukacyjnym

Developing learners' lexical subsystem is one of the most important tasks of foreign language didactics. The observable turn towards vocabulary (,,Wortschatzwende’’) has contributed to an in-depth reflection on learners' lexical competence, including their strategic competence. The aim of this article is to present results of a correlational research concerning the influence of personality variables (understood according to the Five-Factor Model) on the range and frequency of strategies used by Polish high-school students to learn German vocabulary. The research project described in this article was conducted in April 2021. The polish adaptation of the NEO Five-Factor Inventory was applied to examine the learners’ personality traits. The Polish version of Schmitt's Vocabulary Learning Strategies Questionnaire (VLSQ) was used to investigate students’ preferred strategies for learning German vocabulary. Based on the conclusions from the research, an attempt was made to formulate practical guidelines for foreign language teachers concerning the possibilities of developing learners' lexical competence. The report is complemented by a list of open research questions and problems in this field.

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Personality Type, Perceptual Style Preferences, and Strategies for Learning English as a Foreign Language

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2012.40.9.1501 ◽

2012 ◽

Vol 40 (9) ◽

pp. 1501-1510 ◽

Cited By ~ 4

Author(s):

Mei-Ling Chen ◽

Li-Mei Hung

Keyword(s):

High School Students ◽

Foreign Language ◽

Language Learning ◽

Perceptual Learning ◽

Learning Strategies ◽

Learning Style ◽

Personality Type ◽

Learning Preferences ◽

School Students ◽

Significant Relationships

We investigated the influence that personality type has on perceptual learning style preference and language learning strategies. Participants were 364 senior high school students in Taiwan who were studying English as a foreign language. The instruments used to collect data were the Myers-Briggs Type Indicator (Myers & McCaulley, 1985), the Perceptual Learning Preferences Survey (adapted from Kinsella's 1995 survey), and the Strategy Inventory for Language Learning (Oxford, 1990). Results showed significant relationships between language learning strategy and the introverted/extroverted personality type. Significant relationships were also found between the sensing/intuitive personality type and memory, compensation, social, and metacognitive strategies.

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Unidimensionality and construct validity of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL context: item-level responses versus item parcels

Psychology of Language and Communication ◽

10.2478/plc-2018-0002 ◽

2018 ◽

Vol 22 (1) ◽

pp. 21-38

Author(s):

Amir Hossein Sarkeshikian ◽

Abdol-Majid Tabatabaee ◽

Maryam Taleb Doaee

Keyword(s):

Factor Analysis ◽

High School Students ◽

Factor Model ◽

Five Factor Model ◽

Vocabulary Learning ◽

Internal Consistency Reliability ◽

The Self ◽

School Students ◽

Efl Context ◽

Item Level

Abstract This study investigated the psychometric properties of self-regulating capacity in vocabulary learning scale (Tseng, Dornyei, & Schmitt, 2006) in the Iranian EFL context. For this purpose, a sample of 1167 high school students completed the Persian SRCvoc in the main phase. The internal consistency reliability of the scale was examined using Cronbach’s alpha. It showed acceptable reliability in both piloting and main phases. The results of exploratory factor analysis (EFA) showed that the SRCvoc is composed of three factors. However, confirmatory factor analysis (CFA) on the three-factor model of the SRCvoc and Tseng et al.’s (2006) five-factor model of the SRCvoc with item-level indicators showed that both models did not fit the data. The findings of this study imply that the item-parcels in Tseng et al. (2006) may have masked the nature of the factor structure of the self-regulating capacity in vocabulary learning scale. It should therefore be re-theorized.

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Construct Validity of the Children’s Coping Strategies Scale (CCSS)

Psychological Reports ◽

10.1177/0033294116628362 ◽

2016 ◽

Vol 118 (1) ◽

pp. 199-218 ◽

Cited By ~ 4

Author(s):

Xiangzi Ouyang ◽

Tao Xin ◽

Fu Chen

Keyword(s):

High School Students ◽

Construct Validity ◽

Coping Strategies ◽

Factor Model ◽

Five Factor Model ◽

Latent Structure ◽

Multidimensional Item Response ◽

School Students ◽

Multidimensional Construct ◽

Children's Coping

There has been debate regarding the factor structure of the Children's Coping Strategies Scale (CCSS); in most previous studies there were different subscales, representing coping strategies. However, according to the theoretically multidimensional construct of coping, coping consists of an adaptive process and uses the lowest possible level of coping strategy. Accordingly, this study applies a new method of multidimensional item response theory (MIRT) to testing the latent structure of teenagers’ coping strategies and to improve the construct validity of the CCSS. The participants were 1,138 16-year-old high school students (48.2% female, 51.8% male) studying arts and science. This study compares three different model types: a unidimensional model, a simple multidimensional construct model, and a bifactor model. The results indicate that the latent structure of CCSS is not only described by specific coping strategies (e.g., rumination) but also by a general adaptation process, which is consistent with theoretical understandings of coping. Furthermore, the five-factor model, which contains a “reflection” dimension, is more suitable for Chinese teenagers.

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An Experienced Austrian Educator's View on the 3-D Skills Implemented to Design and Integrate an Alien Mystery in OpenSim

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2016100104 ◽

2016 ◽

Vol 6 (4) ◽

pp. 56-74 ◽

Cited By ~ 5

Author(s):

Stella K. Hadjistassou ◽

Judith Molka-Danielsen

Keyword(s):

High School Students ◽

Foreign Language ◽

Learning Environments ◽

Virtual Learning ◽

Language Teachers ◽

Virtual Learning Environments ◽

School Students ◽

Learning And Teaching ◽

Training Stage ◽

Task Oriented

With their playful game-oriented nature, virtual learning environments can form constructive ecosocial settings for enacting game-driven collaborative tasks that have real pedagogical, learning, and teaching implications. Even though multiple studies have been undertaken in virtual learning environments, there is a dearth of studies on the constellation of complex interrelated skills and knowledge that second or foreign language educators integrate in actual situated contexts to design and offer task-oriented game-driven learning activities. Building on Compton's (2009) framework, this study investigates the complex set of technological, pedagogical, and evaluation skills that an expert Austrian educator, Franziska integrated to design a multifaceted game-oriented plot in the virtual village of Chatterdale in OpenSim in order to engage thirteen-year-old Austrian and Norwegian high school students in oral interactions during three slightly different task-oriented quests to solve an alien mystery. Data analysis of an interview, reflective comments on a wiki, and follow-up emails indicate that the design and integration of an epistemic game in praxis forms a collaborative endeavor involving the integration of a set of complex and multifaceted sets of skills and knowledge. The study investigates the skills that emerged during two stages, the planning, preparation, and student training stage and integration stage. The findings of this study can be used to broaden the pedagogical discussion on the skills and knowledge that second or foreign language teachers need to acquire and apply to design successful playful task-driven learning quests in virtual learning environments.

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Personality Traits and Academic Motivation of Students with Behavior Concerns in a Catholic High School

Philippine Social Science Journal ◽

10.52006/main.v3i2.197 ◽

2020 ◽

Vol 3 (2) ◽

pp. 109-110

Author(s):

Rita G. Mariano, MSLT ◽

Ma. Wilma M. Maravilla

Keyword(s):

High School ◽

High School Students ◽

Personality Traits ◽

Academic Motivation ◽

Factor Model ◽

Five Factor Model ◽

Catholic School ◽

Disciplinary Action ◽

School Students ◽

The Difference

Personality Traits reflect people's characteristic patterns of thoughts, feelings, and behaviors. The traits relevant to personality are considered to be steady throughout the work of life as suggested in the Five-Factor Model, which identifies any of the five traits a person may exhibit, namely Openness to experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism (OCEAN). On the other hand, academic motivation is the student's desire, as reflected in his approach, persistence, and level of interest regarding academic subjects when his competence is judged against a standard of performance. Students with behavior concerns are those who underwent disciplinary action due to misdemeanor. Their delinquency may be related to their personality traits, demographics, or lack of academic motivation. Hence, the paper identified the dominant personality traits and assessed 40 male high school students' academic motivation with behavior concerns in a Catholic school in Antique during the School Year 2019-2020. Likewise, it explores the difference in academic motivation level when grouped according to demographic variables, namely, family monthly income, family structure, and type of misdemeanor. Also, it determines the relationship between personality traits and academic motivation of students with behavior concerns.

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Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender

Journal of language and Education ◽

10.17323/jle.2021.10771 ◽

2021 ◽

Vol 7 (2) ◽

pp. 93-106

Author(s):

Senad Bećirović ◽

Amna Brdarević-Čeljo ◽

Edda Polz

Keyword(s):

High School Students ◽

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Grade Level ◽

Cognitive Strategies ◽

Foreign Language Learning ◽

School Students ◽

Grade Point ◽

And Gender

Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the least frequently used being affective strategies. Furthermore, this research highlights the importance of incorporating strategies-based instruction methods into foreign language curriculums in the Bosnian context and also aims to raise teachers’ awareness of the importance of their application in the classroom milieu.

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A Look at Language Learning Strategies of Indonesian High School Students as Foreign Language Learners

Jurnal Pendidikan Progresif ◽

10.23960/jpp.v11.i2.202014 ◽

2021 ◽

Vol 11 (2) ◽

pp. 326-337

Author(s):

Putri Hasanah ◽

Pangesti Wiedarti

Keyword(s):

High School ◽

High School Students ◽

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Language Learning Strategies ◽

School Students ◽

Foreign Language Learners

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Stability of High School Students' Mental Health in a Dual-Factor Model

PsycEXTRA Dataset ◽

10.1037/e648772012-001 ◽

2012 ◽

Author(s):

Melanie M. Mcmahan ◽

Shannon M. Suldo ◽

Ashley Chappel ◽

Lisa Bateman

Keyword(s):

Mental Health ◽

High School ◽

High School Students ◽

Factor Model ◽

School Students

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Comparison of categorical and dimensional approaches to the diagnosis of personality disorders

V M BEKHTEREV REVIEW OF PSYCHIATRY AND MEDICAL PSYCHOLOGY ◽

10.31363/2313-7053-2020-4-15-25 ◽

2020 ◽

pp. 15-25

Author(s):

T. G. Gadisov ◽

A. A. Tkachenko

Keyword(s):

Comparative Study ◽

Personality Disorders ◽

Big Five ◽

Factor Model ◽

Five Factor Model ◽

Personality Structure ◽

Categorical Approach ◽

Personal Traits ◽

Clinical Method ◽

Neo Five Factor Inventory

Summary. Objective: A comparative study of the personality structure from the perspective the Five-factor personality model (“Big Five”) in mentally healthy and in people with personality disorders depending on the leading radical determined by the clinical method.Materials and methods: a comparative study of personality structures in the mentally healthy (13 people) and in individuals with personality disorders (47 people) was carried out. To assess the personality structure, the NEO-Five Factor Inventory questionnaire was used. Persons with personality disorders were divided into groups in accordance with the leading radical: 24 — with emotionally unstable; 13 — with a histrionic; 6 — with schizoid; 4 — with paranoid radicals.Results: There were no differences in the values of the domains of the Five-Factor personality model between a group of individuals with personality disorders and the norm. The features of domain indicators of the Five-factor personality model were revealed in individuals with personality disorder depending on theradical.Conclusion: The NEO-Five Factor Inventory questionnaire, like most other tools from the perspective of the Five-Factor Model, is not suitable for assessing a person in terms of assigning it to variants of a mental disorder. When comparing the categorical and dimensional approaches to assessing the structure of personality disorders, it was found that the obligate personality traits identified using the categorical approach are fully reflected in the «Big Five» in individuals with a leading schizoid radical. The relations of obligate personal traits with the domains of the Five-factor model of personality in individuals with other (paranoid, histrionic,and emotionally unstable) radicals are less clear.

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