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Foreign Language Classroom Anxiety, Gender, Discipline, and English Test Performance: A Cross-lagged Regression Study
- Source :
- The Asia-Pacific Education Researcher. 31:205-215
- Publication Year :
- 2021
- Publisher :
- Springer Science and Business Media LLC, 2021.
-
Abstract
- The present research investigated the quasi-causal relationship between foreign language classroom anxiety (FLCA) and English performance in relation to gender and discipline via cross-lagged regression analyses. A total of 934 freshmen from a well-known state-owned university in Beijing answered the Foreign Language Classroom Anxiety Scale and a background questionnaire at the beginning and the end of a term. Their English test scores in both phases were also collected. Results demonstrated that FLCA was significantly negatively correlated with English test performance for all students. Another major finding was that the overall FLCA, low self-confidence in speaking English, and worry about English classroom performance impacted the students’ test performance differently, depending on gender and discipline, so did test performance impact different aspects of FLCA. These findings show that FLCA is a primary cause for test performance, while the latter is not necessarily an important cause for the former.
- Subjects :
- 050101 languages & linguistics
media_common.quotation_subject
education
05 social sciences
Foreign language
050301 education
Regression
Education
Developmental psychology
Test (assessment)
Cross lagged
medicine
Anxiety
0501 psychology and cognitive sciences
Test performance
Worry
medicine.symptom
Psychology
Sociology of Education
0503 education
media_common
Subjects
Details
- ISSN :
- 22437908 and 01195646
- Volume :
- 31
- Database :
- OpenAIRE
- Journal :
- The Asia-Pacific Education Researcher
- Accession number :
- edsair.doi...........4d3fd28faf71b8d512489e487bd8c9f0