scholarly journals Anxiety and Stress in In-service Chinese University Teachers of Arts

2020 ◽  
Vol 9 (1) ◽  
pp. 237
Author(s):  
Meihua Liu ◽  
Yan Yi
Keyword(s):  
Middle School Teachers ◽  
Teacher Stress ◽  
Demographic Variables ◽  
University Teachers ◽  
Chinese University ◽  
Demographic Questionnaire ◽  
Teaching Anxiety ◽  
Professional Title ◽  
Teacher Stress Inventory ◽  
Great Stress

As revealed by literature, anxiety and stress are complicated yet serious issues among teachers at all educational levels. Though widely studied, research on them often focuses on pre-service or primary and middle school teachers, with little research on in-service university teachers. It is especially so in China. The present study thus examined anxiety, stress and their relations with demographic variables in in-service university teachers in China. 256 teachers from various universities in China answered the Demographic Questionnaire, the Teaching Anxiety Scale and the Teacher Stress Inventory. Analyses of the data revealed the following main findings: (1) the participants were under great stress, but they were generally not so anxious about teaching, (2) teaching anxiety was generally significantly negatively correlated with age, professional title and years of teaching, while teacher stress was significantly negatively related to professional title, and (3) overall teacher stress, professional title and age were powerful predictors for teaching anxiety, while years of teaching, overall teaching anxiety and its subscales were powerful predictors for teacher stress. Based on these findings, some implications are discussed.

scholarly journals L2 Motivation, Demographic Variables, and Chinese Proficiency among Adult Learners of Chinese

2020 ◽  
Vol 6 (2) ◽  
pp. 120-131
Author(s):  
Meihua Liu
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Interactive Effect ◽  
Foreign Language Learning ◽  
Demographic Variables ◽  
L2 Motivation ◽  
Chinese University ◽  
Demographic Questionnaire ◽  
Ideal L2 Self ◽  
And Gender

The present research explored L2 motivation, demographic variables and Chinese proficiency among adult learners of Chinese as a second language. A total of 83 international students studying in a Chinese university in Beijing answered the 54-item L2MSS questionnaire and a Demographic Questionnaire. Analyses of the data revealed the following findings: a) the L2MSS scales were significantly highly related to one another and highly reliable, b) ideal L2 self was significantly correlated with gender and the number of foreign languages learned (NFLL); integrativeness was significantly positively related to NFLL, c) the whole sample, as well as male and female participants, scored high on all L2MSS scales and had (great) motivation to study Chinese, d) female respondents held significantly more favorable perceptions of their ideal selves than their male peers, and e) L2SSM had no predictive effect or interactive effect with demographic variables on the students’ Chinese proficiency. Nevertheless, length of stay in China and gender proved to be powerful positive predictors for the latter. Evidently, the L2MSS scales are important dimensions of L2 motivation and closely related to second/foreign language learning. Understandably, it is necessary to continuously explore, understand and enhance students’ L2 motivation.

scholarly journals Predicting Effects of Demographic, Linguistic and Psychological Variables on University International Students’ Intercultural Communication Sensitivity

2019 ◽  
Vol 6 (3) ◽  
pp. 123
Author(s):  
Meihua Liu
Keyword(s):  
International Students ◽  
Intercultural Communication ◽  
Chinese Culture ◽  
Intercultural Sensitivity ◽  
Demographic Variables ◽  
Willingness To Communicate ◽  
Psychological Variables ◽  
Chinese University ◽  
Demographic Questionnaire ◽  
Intercultural Interactions

With globalization, intercultural communication plays an increasingly more important role in various fields, including business, transportation and education. It is the same with intercultural sensitivity (IS), a critical component of intercultural communication. Though much research has been done on IS, little can be found on effects of demographic, linguistic and psychological factors on learners’ IS simultaneously in the same context. Little research can be found on IS in learners of languages other than English either. For these reasons, the present study investigated the predicting effects of linguistic, psychological and demographic variables on university international students’ intercultural communication sensitivity when immersed in the Chinese culture. One hundred and sixty-seven international students studying in a Chinese university in Beijing answered the Intercultural Sensitivity Scale, the Willingness-to-Communicate in Chinese Scale as well as the Demographic Questionnaire, and self-rated their proficiency in Chinese. Analyses of the data revealed the following main findings: (1) the participants were generally (fairly) sensitive, confident, attentive and enjoyable in intercultural interactions and respected cultural differences when communicating with people from the Chinese culture, (2) interaction engagement, interaction confidence, and overall intercultural communication sensitivity were significantly positively related to the participants’ ability to effectively communicate with people from the Chinese culture; interaction engagement was also significantly correlated with the participants’ openness to the Chinese culture, and (3) ability to effectively communicate with people from the Chinese culture and use of Chinese were powerful positive predictors for intercultural communication sensitivity. These findings imply that intercultural communication sensitivity is closely related to learners’ linguistic, psychological and demographic variables. Based on these findings, some implications were discussed.

Note on Reliability of the Teacher Stress Inventory

1986 ◽  
Vol 59 (1) ◽  
pp. 275-278 ◽  
Author(s):  
Michael J. Fimian
Keyword(s):  
Internal Consistency ◽  
Teacher Stress ◽  
Strong Relationship ◽  
Stress Factors ◽  
Short Forms ◽  
Stress Inventory ◽  
Teacher Stress Inventory

The internal consistency, split-half, and test-retest reliabilities of the Teacher Stress Inventory were based on responses of twice tested sample of 49 teachers. Alpha estimates ranged .77 to .90 for the subscales, .91 to .94 for the whole scale, and .83 to .88 for the short forms. Split-half reliabilities in the mid-90s show a strong relationship between the short forms. Test-retest reliabilities ranged .27 to .99 for the subscales and .78 to .98 for the whole scale, indicating stability for the stress factors across 2-hr., 1-day, 1-wk., and 2-wk. intervals.

Correlates of Organisational Commitment Among University Teachers in India: An Empirical Investigation

2020 ◽  
Vol 16 (1) ◽  
pp. 7-20
Author(s):  
Barooj Bashir ◽  
Abdul Gani
Keyword(s):  
Empirical Investigation ◽  
Demographic Variables ◽  
Superior Performance ◽  
Educational Institutions ◽  
Full Time ◽  
Organisational Commitment ◽  
Continuance Commitment ◽  
University Teachers ◽  
Significant Difference ◽  
The University

For the success of educational institutions (herein referred as an organisation), teachers’ commitment has, in particular, been recognised as an effectual route. As the educational system is the most influential spot that leads to the progress of society, it requires committed teachers who are not mere tools, but their strategic partners. This research study highlights the state of commitment of university teachers under various dimensions in India and explore whether there is any significant difference between selected demographics and the perception of teachers over their organisational commitment issues. The data were collected from full-time teachers working in selected universities of India. This study reveals that the majority of teachers possess continuance commitment, as they weigh the costs and risks associated with leaving the university and when given better alternatives, they may leave their institutions. Among the demographic variables, it was only the level of education that was found to be significantly affecting the commitment of university teachers. This study reveals that the teachers and the universities are engaged in give and take relationship. When teachers perceive high organisational engagement, they respond back with a greater commitment, perceiving them as an integral part of the organisation. They are more motivated and dedicated towards meeting and achieving organisational goals. Moreover, universities depend on committed teachers to create and sustain a competitive advantage and achieve superior performance.

Sign in / Sign up

Export Citation Format

Share Document