Interaction between CSL students’ motivation and anxiety under different L2 writing tasks: evidence from Vietnamese university students
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SUBMITTER: Wang C
PROVIDER: S-EPMC10701526 | biostudies-literature | 2023 Jan
REPOSITORIES: biostudies-literature
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Project description:The present study examined English use anxiety, motivation, self-efficacy, use of English, and their predictive effects on top university students' English achievements. Two hundred and twenty-three students of the Top-Notch Students of Basic Disciplines Training Program in a top Chinese university answered a battery of questionnaires, which consisted of the 8-item English Use Anxiety Questionnaire, the 5-item Motivational Self-Talk Questionnaire, the 3-item Self-Efficacy Questionnaire, the 19-item Language Learning Orientations Questionnaire, and a Background Information Questionnaire. Analyses of the data revealed the following major findings: (1) the participants had a low level of extrinsic motivation-introjected regulation, a low-to-medium level of English use anxiety, extrinsic motivation-external regulation, intrinsic motivation-knowledge, and a medium-to-high level of motivational self-talk, self-efficacy, extrinsic motivation-identified regulation, intrinsic motivation-accomplishment, and intrinsic motivation-stimulation, (2) use of English anxiety (UAE) and language learning orientation were generally significantly negatively correlated with each other, and significantly correlated with other measured variables, (3) UAE and intrinsic motivation-knowledge significantly predicted the participants English achievements, measured both by standardized test scores and self-rated overall English proficiency, and (4) use of English and self-efficacy mediated the effects of English use anxiety and language learning orientations on the participants' English achievements. These findings further pinpoint the importance of anxiety and motivation in second/foreign language learning.
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Project description:For attaining success in writing, motivation is essential. Crucially, instruction is dependent on knowing the student's capabilities and inner drives. To date, research on writing has yet to establish a consistent framework for assessing writing motivation, and often fails to acknowledge students' self-reports, rather favoring evaluations of students' writing motivation made by others, such as teachers and researchers. This limbo state originates partly from a general skepticism towards the trustworthiness of elementary students' self-reports. Nonetheless, the validity of such self-reports has been acknowledged in adjacent fields, such as reading. Aiming to establish a knowledge base from studies addressing students' voices, the present study adopts the method of a systematic review and investigates how writing motivation has been assessed in empirical studies (1996-2020) through K-5 students' self-reports. Of the 7047 studies identified through database search, 56 met the inclusion criteria and are examined in this review. Results indicate that (a) storytelling is the genre most used to operationalize writing in the investigations, (b) surveys and interview questions measuring students' attitude towards writing are the most common type of self-report used, and (c) students' voices are weighted differently across the studies. Findings suggest that future research should (1) work to counteract existing biases in writing tasks, (2) provide a rationale for their choice/design of measure of motivation, and (3) report clearly whose voices are being heard (e.g., students', teachers', or researchers') and the appropriateness of this choice regarding study purpose, design, and findings.Supplementary informationThe online version contains supplementary material available at 10.1007/s10648-023-09732-6.
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Project description: Not available
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Project description:BackgroundThere are a plethora of studies on expressive writing and positive writing interventions, but few have addressed the combination of both paradigms. Additionally, research on the role of ambivalence toward change in the context of writing-based interventions is lacking. Ambivalence toward change is a natural movement of approaching and avoiding change that may occur in various situations. In psychotherapy, its resolution is associated with successful outcomes.AimThis study tested the efficacy of a combination of expressive and positive writing paradigms in an internet-based intervention to improve university students' mental health. Additionally, focusing participants on a current, unresolved problem allowed us to explore the possible role of ambivalence toward change as a mediator of the intervention's results.MethodsWe recruited 172 participants who were randomly divided into experimental (n = 85) and control (n = 87) groups. The intervention consisted of the identification of a current problem and four writing tasks on consecutive days. Assessment was conducted at baseline and posttest in both groups and at follow-up in the experimental group. Participants in the experimental condition were also assessed after each task. Measures of anxiety, depression, rumination, ambivalence toward change, distress, and wellbeing (optimism, affect, and satisfaction with life) were collected.ResultsMultivariate analysis of variance (MANOVA) showed that participants in the experimental group had a significant decrease from baseline to posttest in ambivalence toward change and rumination when compared with the control group. These results were maintained at follow-up. No differences were found in the remaining measures. Within the experimental group, ambivalence toward change, rumination, and distress significantly decreased throughout the intervention and the exploratory mediation analysis indicated that ambivalence toward change partially mediated the improvements in rumination and distress.DiscussionConsidering different perspectives about a current problem and using a combination of expressive and positive writing fostered the reduction of ambivalence toward change and rumination. Ambivalence toward change reduction after the second writing task may have created optimal conditions for the subsequent decrease in rumination and distress. Future studies should replicate this finding and dismantle the components that are more adequate in changing these variables.
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Project description:Student motivation to write is a pivotal factor influencing their writing achievement. However, individual motivation to write is not independent of the learning environment. It also is crucial for teachers to develop their own efficacy, knowledge, and ability in writing and writing instruction to help them utilize effective instructional methods that stimulate students' motivation to write and further promote their writing achievement. Given these considerations, we utilized a two-level hierarchical linear model to examine the relationships among student motivation, teacher personal and professional traits, teacher writing instruction, and writing achievement at student and teacher levels. Our analysis of the dataset, which included 346 fourth and fifth graders nested within 41 classrooms, found that motivation had a positive predictive effect on writing ability at both student and teacher levels. Moreover, female students, fifth graders, and typically achieving students demonstrated higher writing achievement than their counterparts. While there were no significant effects of teacher efficacy, knowledge, ability, or professional development on student writing achievement, we observed that higher frequency of classroom management practices during writing instruction had a significant negative effect on student writing achievement. Our full model revealed that the relationship between student motivation and achievement was negatively moderated by teachers' increased use of instructional practices related to process features and using writing instruction materials, but positively moderated by increased use of varied teaching tactics. Overall, our findings emphasize the importance of contextual factors in understanding the complexity of student writing achievement and draw attention to the need for effective instructional practices to support students' writing development.
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Project description:Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; M age = 20.77; SD age = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level.
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Project description:This article aims to interrelate dimensions of the well-being validation instruments proposed by Watson, Clark and Tellegen (PANAS) with generalized anxiety dimensions proposed by Spitzer et al. (GAD-7) and state-trait anxiety inventories proposed by Biaggio and Natalício (IDATE), using partial least squares structural equation modeling (PLS-SEM), in the case of individual university students in southern Brazil and the city of Buenos Aires, Argentina. We conducted a behavioral study, characterized as exploratory-descriptive, by applying a questionnaire survey to collect data though face-to face interviews to a group of 460 university students from June to August 2019. A non-probabilistic sampling method for convenience was used, justified by the heterogeneous incidence of the participants. Our results support most of the proposed hypotheses. Only one hypothesis was rejected, i.e., that the Positive Affection Scale (WBS) is not related to the State Anxiety Inventory (IAE)-when a person is feeling in full activity, this situation does not affect the momentary state, characterized by tension, apprehension and by increased activity in the autonomic nervous system. In terms of the subjective well-being of students, 14.13% were found to have a low rating. 86.74% were found to have generalized anxiety; 75% had trait anxiety, and 80.22% had state anxiety. Our results indicate the need for preventive measures to minimize anxiety and help maintain necessary levels of well-being during this phase of academic development and when forging a professional career. It is expected that new studies will contribute to the advancement of such themes, particularly with university students.
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Project description:Drawing on the argument that students' different learning behaviors, including their perceptions of and engagement with feedback, could have roots in learners' fundamental motivational characteristics, this study examines how different second language learning motivational variables may predict university EFL (English as a foreign language) students' feedback experience and preference. Data were collected from EFL students from three universities in an Asian region (N = 409) through three self-report questionnaires. Results of structural equation modeling (SEM) revealed that different components of the second language learning motivational construct appear to display differential associations with EFL students' feedback experience and preference. In particular, this study brought to light the crucial role of attitudes to classroom English learning and intended learning effort as essential mediating motivational variables in predicting how EFL students conceive of and act on feedback. The findings of this study also provide significant insights into a complex and dynamic view of how student preference for different types of feedback actually works in the feedback process. The authors conclude by arguing that EFL teachers need to shoulder the burden of making the EFL classroom a supportive environment that promotes a positive self-concept and self-confidence as the first step toward stimulating students' active feedback use, and that conditions need to be created to allow for connection of students' preference for learning process-oriented feedback to action to maximize the pivotal role that students play in the classroom and learning process.
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Project description:Academic procrastination is a multifaceted variable that encompasses different affective, cognitive, and behavioral factors, and has a high incidence in university students with important negative academic, personal, and social consequences. As such, this study aims to explain the levels of academic procrastination in relation to academic motivation and certain sociodemographic variables. The sample was composed of 117 students belonging to the University of Cuenca, Ecuador, they completed a questionnaire of sociodemographic variables, academic motivation scale and academic procrastination scale. Results showed high levels of intrinsic and extrinsic motivation, as well as low levels of amotivation, together with a medium level of total academic motivation and academic procrastination in the participants. The logistic regression model with ordinal response evidenced a 19 % reduction in fit when considering the dimensions of intrinsic motivation, extrinsic motivation, and amotivation, only intrinsic motivation was statistically significant in explaining academic procrastination, while total academic motivation and sociodemographic variables did not contribute significantly to the model. These findings confirm the importance of academic motivation, mainly intrinsic motivation, in the understanding of academic procrastination. The theoretical and practical implications of the results are discussed, highlighting their relevance in explaining this phenomenon and benefiting students.
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Project description:Plagiarism has long been a concern within the academic community. However, its prevalence and impact in the Middle Eastern context, particularly in Saudi Arabia, have not been sufficiently addressed. This study aims to investigate Saudi undergraduate students' perceptions of plagiarism in English as a foreign language (EFL) research writing during e-learning sessions and examine whether their academic levels, grade point average (GPA), and gender play a substantial role in affecting their perceptions of plagiarism. A survey was conducted with 110 Saudi undergraduate students (33 males and 77 females) majoring in English at a university in Saudi Arabia. The findings indicate that most of the participants were aware of the most prevalent forms of plagiarism in EFL research writing during e-learning sessions. The findings also reveal that students' GPA and gender did not have a statistically substantial impact on the participants' perceptions. However, it was observed that students' academic levels had a discernible effect on their perceptions. This study provides some practical implications for enhancing student awareness and assisting them in avoiding plagiarism in EFL research writing.
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