scholarly journals Accent stigmatization as a moderator of the relationship between perceived L2 proficiency and L2 use anxiety

2017 ◽  
Vol 8 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Laszlo Vincze ◽  
Peter MacIntyre
Keyword(s):  
Secondary School ◽  
Willingness To Communicate ◽  
L2 Acquisition ◽  
L2 Proficiency ◽  
Context Model ◽  
School Students ◽  
The Social ◽  
Pyramid Model ◽  
The Relationship

AbstractBy integrating the social context model of L2 acquisition with the pyramid model of willingness to communicate in L2, this study examined aspects of the psychological process underlying willingness to communicate (WTC) in Slovak among young Hungarian speakers in Southern Slovakia. The data was collected among Hungarian-speaking secondary school students (N=310). The results indicated that frequent and pleasant contact with Slovak speakers was related to higher proficiency in Slovak and lower anxiety to use Slovak, and these increased the willingness to communicate in Slovak. However, it was also demonstrated that accent stigmatization moderated the relationship between perceived L2 proficiency and L2 use anxiety. Anxiety was more closely related to proficiency among those who perceived less accent stigmatization than among those who perceived more stigma because of their Hungarian accent. The theoretical implications of these findings for the role of the intergroup context in developing accent stigmatization, and the link between accent stigmatization, L2 use anxiety and willingness to communicate in the majority language are discussed.

ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE

2017 ◽  
Vol 40 (3) ◽  
pp. 605-624 ◽  
Author(s):  
Gholam Hassan Khajavy ◽  
Peter D. MacIntyre ◽  
Elyas Barabadi
Keyword(s):  
Secondary School ◽  
Multilevel Analysis ◽  
Classroom Environment ◽  
Secondary School Students ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
School Students ◽  
Study Results ◽  
Classroom Level

AbstractThe purpose of the present study was to examine the relations between emotions, classroom environment, and willingness to communicate (WTC) using the advanced quantitative methodological procedure of doubly latent multilevel analysis. To this end, 1528 secondary school students from 65 different classrooms in Iran participated in the study. Results of the doubly latent multilevel analysis showed that a positive classroom environment is related to fostering WTC and enjoyment, while it reduces anxiety among students. Moreover, enjoyment was found as an important factor in increasing WTC at both student and classroom level, while anxiety reduced WTC only at the student level. Finally, the results of the study are discussed and pedagogical implications are provided for language teachers.

A Study on the Relationship between Delay of Gratification and Emotional Intelligence in Secondary School Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Rajib Chakraborty ◽  
Dr. K. S. Prabhakaram
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Short Form ◽  
Delay Of Gratification ◽  
School Students ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Delay ◽  
The Relationship

The present study is an attempt to examine the relationship between delay of gratification in academics and emotional intelligence. Sample for the study includes 50 urban students (30 boys and 20 girls) of class IX of a secondary school in New Nagole, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using <italic>Academic Delay of Gratification Scale (ADOGS)</italic> for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the <italic>Trait Emotional Intelligence Questionnaire</italic> – <italic>Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study reveal positive but weak relationship between delay of gratification in academics and emotional intelligence. No role of gender is found on the examined variables.

The Importance of Religion for the Evaluation of Everyday Ecological Decisions by German Adolescents

2020 ◽  
Vol 24 (3) ◽  
pp. 285-307 ◽  
Author(s):  
Stefan Altmeyer ◽  
Daniel Dreesmann
Keyword(s):  
Secondary School ◽  
Religious Education ◽  
Religious Orientation ◽  
Potential Role ◽  
School Students ◽  
Religion And Ecology ◽  
Western Germany ◽  
The Relationship ◽  
Insight Into

Abstract Although previous research has addressed the relationship between religion and ecology in a variety of ways, little is known concerning how religious orientation affects concrete everyday ecological decisions, although these are centrally important for environmental education. Being interested in elucidating the preconditions of ecological learning in Biology and Religious Education in schools, the authors have developed an approach based on maximum concretion with regard to the ecological decision in which the influence of religion should be evaluated. With this goal in mind, they conducted an empirical study among secondary school students in central Western Germany (N = 815), who were confronted with an everyday ecological dilemma and asked about their reasons for evaluating this situation. The results provide insight into the potential role of German young people’s religious orientations in ecological matters and call for a decisive profiling of how cross-disciplinary education can contribute to this key question for future.

THE PARENTS OF SUCCESSFUL SECONDARY SCHOOL STUDENTS OF TURKISH AND MOROCCAN BACKGROUND IN THE NETHERLANDS: PARENTING PRACTICES AND THE RELATIONSHIP WITH PARENTS

2002 ◽  
Vol 30 (3) ◽  
pp. 303-315 ◽  
Author(s):  
Ineke van der Veen ◽  
G. Wim Meijnen
Keyword(s):  
The Netherlands ◽  
Secondary School ◽  
Parenting Practices ◽  
Secondary School Students ◽  
Academically Successful ◽  
School Students ◽  
The Social ◽  
Successful Students ◽  
The Relationship ◽  
Satisfactory Relationship

The study focuses on academically successful 17-year-old adolescents of Turkish and Moroccan background in the Netherlands. The parenting practices of their parents are examined along with the students'relationships with their parents. One hundred and six successful and less successful adolescents of Turkish, Moroccan and Dutch background participated in the study. The successful ethnic-minority students were expected to have a better relationship with their parents and to have less authoritarian parents than did less successful students. Indeed, the successful Turkish- and Moroccan-background students appeared to have less authoritarian parents than did the less successful. Nevertheless, the successful Turkish- and Moroccan- background students had a less satisfactory relationship with their parents, probably because their success widened the social distance between them and their parents more than was the case for the other groups.

The social contagion of student engagement in school

2020 ◽  
Vol 41 (5) ◽  
pp. 454-474
Author(s):  
Norman B Mendoza ◽  
Ronnel B King
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Achievement Goals ◽  
Strong Predictor ◽  
Multilevel Modelling ◽  
Social Contagion ◽  
School Students ◽  
The Social ◽  
Relevant Covariates

Student engagement is a strong predictor of academic achievement and overall school success. Much of the research on engagement has focused on the role of personal psychological antecedents and social factors related to one’s teachers. Relatively fewer studies have focused on the influence of one’s classmates. Drawing on prior work on social contagion, this study aimed to examine whether classmates’ engagement influences one’s engagement. Questionnaires were administered to 848 secondary school students nested within 30 classes. Two waves of data were collected seven months apart. Multilevel modelling showed that a student’s Time 2 engagement was positively predicted by his/her classmates’ engagement at Time 1, providing evidence for the social contagion of engagement. These findings held even after controlling for autoregressor effects and other relevant covariates such as demographic factors and achievement goals. Our results suggest that students’ engagement in school is contagious and could be transmitted among classmates.

scholarly journals The role of social influence and smoker identity in resistance to smoking cessation 1This research program was supported by the Fonds National de la Recherche Scientifique, Switzerland. We are grateful to Juan Fabra for his help in collecting data.

1999 ◽  
Vol 58 (2) ◽  
pp. 73-84 ◽  
Author(s):  
Juan Manuel Falomir ◽  
Federica Invernizzi
Keyword(s):  
Secondary School ◽  
Tobacco Consumption ◽  
Smoking Behaviour ◽  
High Status ◽  
School Students ◽  
Current Smoking ◽  
Persuasive Message ◽  
Partial Correlations ◽  
The Relationship

153 secondary school students, all smokers, were either exposed to a strongly anti-smoking message originating from a high status source (persuasive message condition) or not (control condition). A questionnaire then measured a set of variables concerning several aspects of tobacco consumption (i.e., smoker identity, attitude, subjective norm, perceived lack of behavioural control, smoking behaviour, and intention to give up smoking). First, regression analysis shows that the smoker's identity plays a direct and important role in explaining current smoking behaviour and the intention not to smoke, even when other variables are controlled. Second, analyses of variance indicate that smokers with a strong identity as a smoker are defensively motivated when confronting a persuasive attempt - i.e. their perception of friends' support to smoke increases. Finally, partial correlations show that the relationship between smoker identity and intention to give up smoking is mediated by this defensive motivation. Taken together, these results suggest that smoker identity is an important factor in explaining smoker's intention to give up smoking and, when antitobacco campaigns are salient, smoker identity can affect other variables which can reverse antitobacco efforts.

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