scholarly journals El papel de las actitudes lingüísticas del alumnado de E.S.O. en el rendimiento y motivación hacia el estudio de una lengua / The Role of High School Students' Linguistic Attitudes in Grade and Motivation toward the Study of a Language

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Arantzazu Rodríguez-Fernández ◽  
Urtzi Ruiz-de-Azua-Ormaza ◽  
Inge Axpe
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Second Language Learning ◽  
School Students ◽  
Predictive Capacity ◽  
Psychological Variables ◽  
The Relationship ◽  
Linguistic Attitudes

ABSTRACT:Most of the authors agree that attitudes are formed by three components, cognitive, affective and behavioural. In addition, a large number of studies have examined the attitudes of linguistic function in personal-social and psychological variables such as motivation. Nevertheless, very few studies have examined the relationship between the two variables (motivation and linguistic attitudes) from a second language learning. An adaptation of the Roces, Tourón and González’s Motivated Strategies for Learning Questionnaire (1995) along with the Ruiz de Azúa-Ormaza’s Linguistic Attitudes Questionnaire (2012) were administered to a sample of 1356 High School students (676 Men and 680 women). Latest school grades were also included. The results show that grades offer feedback on the relationship between the attitudes and motivation toward the study of the language, in such a way that the better the students’ academic marks are, the higher the motivation and the more positive the attitudes toward the subject´s learning. It has also been found that motivation for language learning has a higher predictive capacity on the attitudes toward this language than vice versa.RESUMEN:Aunque la mayor parte de los autores está de acuerdo en que las actitudes están formadas por tres componentes referidos a lo cognitivo, lo afectivo y lo conductual, y que gran cantidad de estudios han examinado las actitudes lingüísticas en función de variables sociopersonales y psicológicas como la motivación, son muy escasos los trabajos que han estudiado la relación entre ambas desde el aprendizaje de una segunda lengua. Participaron en esta investigación un total de 1356 estudiantes de Educación Secundaria Obligatoria (676 hombres y 680 mujeres), que respondieron tanto a una adaptación del Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM II) de Roces, Tourón y González (1995) para valorar la motivación escolar, como al Cuestionario de Actitudes Lingüísticas (CAL) de Ruiz de Azúa-Ormaza (2012), destinado a medir las actitudes lingüísticas. Además, se ob-tuvieron las calificaciones escolares relativas a la última evaluación de los participantes. Los resultados indican que las calificaciones retroalimentan la relación entre las actitudes y la motivación hacia el estudio del idioma de forma que cuanto mejores sean las notas del alumno estará más motivado hacia el aprendizaje de dicha materia y las actitudes hacia la misma serán más positivas que al contrario. Asimismo, se comprueba que la motivación para el aprendizaje de una lengua posee una capacidad de predicción sobre las actitudes hacia esta lengua mayor que a la inversa. Contacto principal: [email protected]

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

scholarly journals The Relationship between Enhancing Efficiency and Reducing Anxiety in the Class during the Assessment

2017 ◽  
Vol 7 (1) ◽  
pp. 38
Author(s):  
Bajram Demollari ◽  
Batjar Halili
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
School Students ◽  
Language Of Instruction ◽  
Learning Skills ◽  
The Republic ◽  
Different Cultures ◽  
The Relationship

Through this work we suppose to find the relationship between enhancing the efficiency and the circumstance of anxiety in the classroom during the evaluation by the teachers in the Republic of Kosovo, particularly focused in the region of Prizren.For this study we have researched various approach theories and practices that are close to the topic of investigating.We have researched the characteristics of evaluation and efficiency of anxiety that appear to students in the Republic of Kosovo; considering that the language of instruction varies from different cultures and contexts of individual and educational students, such as gender, motivation, styles and lessons, years of learning, skills and achievements. The study deals with the strategies used to teach English at high school students, examines the relationship between language learning and anxiety.

SELF-DISCLOSURE AND FRIENDSHIP IN JUNIOR HIGH SCHOOL STUDENTS

2002 ◽  
Vol 30 (5) ◽  
pp. 515-525 ◽  
Author(s):  
Rumi Matsushima ◽  
Kunio Shiomi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Disclosure ◽  
Close Relationship ◽  
The Relationship

Close relationship during adolescence plays an important role in the young person's overall psychological development. As the most important factor about the development of a close relationship, many studies have emphasized the role of self-disclosure. In this study, the relationship between self-disclosure and friendship in adolescence was examined.Two scales about self-disclosure and friendship were administered to 454 junior high school students. The types of friendship in early adolescence were explored, and the relationship between types of friendship and self-disclosure was examined.

scholarly journals Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Andrew J. Martin ◽  
Rebecca J. Collie ◽  
Robin P. Nagy
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Self Efficacy ◽  
Job Demands ◽  
Learning Support ◽  
School Students ◽  
Personal Resource ◽  
The Relationship

The present study investigated the role of adaptability in helping high school students navigate their online learning during a period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-Resources theory and data from a sample of 1,548 Australian high school students in nine schools, we examined the role of adaptability in predicting students’ online learning self-efficacy in mathematics and their end of year mathematics achievement. It was found that beyond the effects of online learning demands, online and parental learning support, and background attributes, adaptability was significantly associated with higher levels of online learning self-efficacy and with gains in later achievement; online learning self-efficacy was also significantly associated with gains in achievement—and significantly mediated the relationship between adaptability and achievement. These findings confirm the role of adaptability as an important personal resource that can help students in their online learning, including through periods of remote instruction, such as during COVID-19.

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