Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  individual variables
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context

100%
Piniel K., Csizer K.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
523-550
EN
Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was used to investigate the proposed circular relationship of students’ motivated learning behavior, language learning experience, self-efficacy beliefs, and both debilitating and facilitating anxiety. Our results indicate that: (a) the process of motivation is complex and influenced by other individual difference (ID) variables, and (b) the investigation of ID variables in constellations rather than in isolation seems to be more fruitful in understanding language learner differences.
2
Publication available in full text mode
Content available

L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context

88%
Piniel K., Csizér K.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
523-550
EN
Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was used to investigate the proposed circular relationship of students’ motivated learning behavior, language learning experience, self-efficacy beliefs, and both debilitating and facilitating anxiety. Our results indicate that: (a) the process of motivation is complex and influenced by other individual difference (ID) variables, and (b) the investigation of ID variables in constellations rather than in isolation seems to be more fruitful in understanding language learner differences.
3
Publication available in full text mode
Content available

PRZEKONANIA HAMULCEM INNOWACYJNEGO MYŚLENIA

63%
Smuk M.
Neofilolog
|
2018
|
issue 50/1
29-43
EN
Beliefs reflect the way we think about different issues, attitudes and behaviours. Many of them are wrong, or – at best – simplified. Beliefs also relate to the didactics of foreign languages. This paper discusses the qualities, sources and consequences of these beliefs and presents the results of research conducted on a group of 434 students regarding beliefs among other individual variables and the process of learning a foreign language.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.