scholarly journals The Mediating Effect of Classroom Learning Environment on the Relationship Between Filipino Language Anxiety and Coping Strategies

2021 ◽  
Vol 3 (4) ◽  
pp. 60-72
Author(s):  
ARNEL II BERNAL
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Coping Strategies ◽  
Mediation Analysis ◽  
Positive Relationship ◽  
Language Anxiety ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
And Coping ◽  
The Relationship

This study aims to identify the effect of the classroom-learning environment as a mediator on the relationship between Filipino language anxiety and the coping strategies of college students. This research was undergone by quantitative research design using descriptive and correlation method via mediation analysis. This study uses stratified random sampling; the data was gathered using survey questionnaires involving 300 respondents from first-year colleges to fourth-year college) students. In response to the hypothesis of this study, correlation analysis was used together with the Pearson r and Mediation Analysis using Sobel z Test. The result has shown that Filipino language anxiety and coping strategies have a strong and positive relationship. A strong and positive relationship was also found between Filipino language anxiety and classroom learning environment and the relationship between classroom learning environment and coping strategies. Furthermore, using the Sobel z test, the research found that the effect of the classroom-learning environment partially mediated the relationship between Filipino language anxiety and coping strategies.    

scholarly journals Feedback Seeking Behaviour, Classroom Learning Environment and Mathematics Anxiety of Polytechnics Students in Malaysia

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ying-Leh Ling
Keyword(s):  
Learning Environment ◽  
Mathematics Anxiety ◽  
Mediating Effect ◽  
Classroom Learning Environment ◽  
Feedback Seeking ◽  
Classroom Learning ◽  
Learning Mathematics ◽  
Evaluation Anxiety ◽  
And Mathematics ◽  
The Relationship

The aim of this study was to investigate mediating effect of feedback seeking behaviour on the relationship between classroom learning environment and mathematics anxiety. The study sample consisted of 158 students from a selected polytechnic in Malaysia. Questionnaires were used in this study. The results showed that all the variables studied in this study had a mean score values between 4.50 to 5.60 Moreover, the findings also showed that classroom learning environment and feedback seeking behaviour has an influence towards mathematics anxiety. Specifically, based on the result of the data analysis, it can be concluded that feedback seeking behaviour acts as a full mediator towards the relationship between classroom learning environment (lecturer support and involvement) and mathematics anxiety (learning mathematics anxiety and mathematics evaluation anxiety). Findings suggest that the lecturer support and participation on an ongoing basis is very important in overcoming mathematics anxiety.

scholarly journals Teachers’ Emotional Social Intelligence and its Relationship with Students’ Cohesiveness in Classroom Learning Environment

2018 ◽  
Vol III (I) ◽  
pp. 160-175
Author(s):  
Fazle Khaliq ◽  
Amir Zaman ◽  
Abdul Ghafar
Keyword(s):  
Learning Environment ◽  
Social Intelligence ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Social Emotional ◽  
University Teachers ◽  
Teachers And Students ◽  
Learning Environment Research ◽  
Relationship Of ◽  
The Relationship

The purpose of the study is to investigate teachers’ emotional social intelligence and its relationship with students’ cohesiveness in classroom. The main objectives of the study were to; find students’ perception of emotional social intelligence level of university teachers, find students’ cohesiveness in classroom, and measure the relationship of teachers’ emotional social intelligence with the students’ cohesiveness in classroom learning environment. Research questions were formulated. Population of the study was teachers and students (8775) of all universities (29) of Khyber Pakhtunkhwa. The sample of the study was taken from nine (9) universities’ teachers and students (900) through simple random and purposive sampling techniques. Questionnaires and interview were used as research instruments to collect data from the concerned participants and informants. Descriptive and inferential statistics were employed for the analysis of the data. It was found that there is a significant correlation between social emotional intelligence of teachers and students’ cohesiveness in classroom learning environment. It is recommended that research studies should be conducted at different level with different variables relating to emotional social intelligence.

scholarly journals Perceptions of the Learning Environment on the Relationship Between Stress and Burnout for Residents in an ACGME-I Accredited National Psychiatry Residency Program

2019 ◽  
Vol 11 (4s) ◽  
pp. 85-90 ◽  
Author(s):  
Min Yi Sum ◽  
Qian Hui Chew ◽  
Kang Sim
Keyword(s):  
Learning Environment ◽  
Coping Strategies ◽  
Psychiatry Residency ◽  
Psychiatry Residents ◽  
Contributing Factors ◽  
Residency Programs ◽  
Resident Perceptions ◽  
Related Stress ◽  
And Coping ◽  
The Relationship

ABSTRACT Background High rates of burnout have been reported in physicians in training, with contributing factors including stress, lack of coping skills, and attributes of the learning environment. The interrelationships among these factors and how they affect versus mitigate burnout in an international cohort of residents have not been studied. Objective We examined the interrelationships between stress, perceptions of the learning environment, and coping strategies used in a cohort of psychiatry residents in Singapore, using burnout as the dependent variable. We hypothesized that perceptions of the learning environment and coping strategies influence the relationship between residency-related stress and burnout in psychiatry residents. Methods From June 2016 to September 2017, 67 of 75 (89%) psychiatry residents from a single program in Singapore were assessed on their levels of stress and burnout, perceptions of their learning environment (including role autonomy, teaching, and social support), and the coping mechanisms they used. Results Psychiatry residents in this Singaporean program perceived their overall learning environment to be positive. Perceptions of the learning environment, not coping strategies, significantly mediated the relationship between stress and burnout. Conclusions Findings from this study suggest that perceptions of the learning environment mediate the relationship between stress and burnout. Approaches to evaluate and improve resident perceptions of aspects of their learning environment may be an effective strategy to manage burnout in psychiatry residency programs.

scholarly journals Hubungan antara Kecerdasan Emosi dengan Koping pada Gamer

2019 ◽  
Vol 3 (2) ◽  
pp. 59
Author(s):  
Ummaimah Insyirah Tahali ◽  
Esti Hayu Purnamaningsih
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Video Game ◽  
Positive Relationship ◽  
And Coping ◽  
Age Range ◽  
Relationship Of ◽  
The Relationship

There are numerous studies about the relationship between emotional intelligence and coping stress. However, there’s still a few studies that examined the relationship of those two in gamer. Hence, the aimed of this study is to empirically examined the relationship between emotional intelligence and coping stress in gamer. The hypothesis of this study stated that there was a relationship between emotional intelligence and coping stress. Participants of the study were 101 college students who is played video game with age range from 17 to 25. Product moment technique was used to analyze the data. The result of the study showed that there is a significant and positive relationship between emotional intelligence and coping stress (p < 0,001; r = 0,586). Based on this result, the hypothesis was accepted.

scholarly journals Možné souvislosti mezi blízkými vztahy vysokoškolských studentů, vnímáním stresu a používáním copingových strategií

TESTFÓRUM ◽  
2015 ◽  
Vol 4 (6) ◽  
pp. 4-13
Author(s):  
Martina Roďanová ◽  
Lenka Lacinová
Keyword(s):  
Regression Analysis ◽  
Coping Strategies ◽  
Positive Relationship ◽  
Negative Relationship ◽  
Adaptive Coping ◽  
Stress Appraisal ◽  
Coping Flexibility ◽  
Relationship Structures ◽  
And Coping ◽  
The Relationship

Výzkumná studie mapovala vztahy mezi citovou vazbou v mladé dospělosti, stresem a jeho zvládáním. Konkrétním cílem práce bylo prověřit souvislost mezi vyhýbavostí/úzkostností v citové vazbě, repertoárem copingových strategií a vnímáním stresu. Dále byl prozkoumán i vztah citové vazby a flexibility ve zvládání stresu. Sledovanou populací byli vysokoškolští studenti ve věku 19–30 let, výzkumný soubor tvořilo 417 respondentů. Výzkum byl realizován pomocí Dotazníku struktury vztahů (ECR-RS, Fraley et al., 2011), Škály flexibility ve zvládání stresu (CFS; Kato, 2012) a vlastní metody, která se sestávala ze 6 vinět popisujících stresové situace. Pomocí regresních analýz byl potvrzen pozitivní vztah mezi mírou vyhýbavost ve vztahu k rodičům a rozsahem repertoáru copingových strategií a negativní vztah mezi mírou vyhýbavosti ve vztahu k otci a využíváním adaptivního copingu jako složky copingové flexibility. V rámci mediačních analýz se nepodařilo prokázat, že je repertoár copingových strategií mediátorem vztahu mezi citovou vazbou a vnímáním stresu. The aim of the empirical study was to determine whether anxiety/avoidance with mother, father and partner is related to coping strategies repertoire and to coping flexibility. Another aim was to determine whether the coping strategies repertoire mediate the relationship between attachment in adulthood and stress appraisal. The research sample included 417 college students from 19 to 30 years old. Coping strategy repertoire and stress appraisal were assessed by personally-designed set of vignettes. Coping flexibility was measured by Coping Flexibility Scale (Kato, 2012) and attachment was assessed by Relationship Structures Questionnaire (ECR-RS; Fraley et al., 2011). Regression analysis discovered the positive relationship between avoidance with parents and coping strategies repertoire and negative relationship between avoidance with father and adaptive coping. Coping strategies repertoire did not mediate the relationship between attachment in adulthood and stress appraisal.

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