Exploring urban-rural differences in foreign language enjoyment, anxiety, boredom, and burnout among Chinese secondary students

Journal of Multilingual and Multicultural Development, Год журнала: 2023, Номер unknown, С. 1 - 19

Опубликована: Дек. 28, 2023

Building on situated emotion framework, this study examined the variations in foreign language (FL) enjoyment, anxiety, boredom, and burnout between urban rural students China. The sample included 1,455 (55.6% male) 546 (53% (Mage = 15.41). Data were gathered through self-administered questionnaires measuring FL burnout, as well achievement test. Independent t-tests found that exhibited higher enjoyment anxiety compared to their peers, while experiencing lower boredom burnout. Analysis of covariance revealed observed differences remained significant after controlling for achievement, except anxiety. Pearson correlation analysis showed both was positively associated with negatively Only a weak positive among students. Multiple regression indicated predictor groups, whereas influenced achievement. Additionally, impacted students' emerged predictor. These results offer valuable insights instruction contexts contribute empirical evidence research.

Язык: Английский

---

Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development

British Educational Research Journal, Год журнала: 2025, Номер unknown

Опубликована: Янв. 15, 2025

Abstract The integration of AI‐based platforms, such as Poe and Gemini, into language instruction has garnered increasing attention for their potential to enhance writing skills. Despite this interest, little is known about effects on EFL learners' positive emotions (PEs), academic self‐efficacy boredom in writing. Addressing gap, the present study investigated effectiveness Gemini developing skills explored impact PEs, among learners at upper‐intermediate level. For purpose, a total 519 Japanese were randomly assigned three groups: (1) Poe‐assisted instruction; (2) Gemini‐assisted (3) control group (CG) receiving traditional instruction. employed mixed‐methods design, incorporating both quantitative qualitative data collection. Writing development was assessed through pre‐ post‐tests, while emotions, measured using validated scales. Additionally, gathered interviews analysed coding thematic analysis understand attitudes perceptions. Quantitative ANOVA MANOVA compare outcomes across groups. findings revealed that significantly improved compared CG, with no substantial differences between two platforms. Participants groups reported heightened PEs increased self‐efficacy, alongside reduced during tasks. corroborated these results, highlighting platforms' role fostering greater enthusiasm, engagement, autonomy motivation English learning. concludes by offering range implications different stakeholders.

Язык: Английский

---

Emotions in mathematics learning: a systematic review and meta-analysis

ZDM, Год журнала: 2025, Номер unknown

Опубликована: Фев. 3, 2025

Язык: Английский

---

The relationship between boredom and second language achievement: A multilevel meta-analysis

Studies in Second Language Acquisition, Год журнала: 2025, Номер unknown, С. 1 - 24

Опубликована: Март 31, 2025

Abstract There has been a growing emphasis on researching foreign language boredom in second acquisition recent years. However, existing research yet to reach consensus regarding the effect of learners’ learning achievement. To address this gap, present study employs multilevel meta-analysis analyze 47 sizes from 33 empirical studies involving total sample size 27,838 participants. The findings reveal that illustrates small negative ( r = -.24, p < .001) Furthermore, moderation analysis reveals magnitude varies crossing educational stages, achievement measurements, domain-specific skills, teaching modes, and contexts. This provides robust evidence support detrimental role identified substantive gaps field, offering valuable directions for future research.

Язык: Английский

---

Digital Short Story Literacy and the Character of Environmentally Concerned Students

Journal of Language Teaching and Research, Год журнала: 2024, Номер 15(2), С. 415 - 427

Опубликована: Март 1, 2024

The research aims to explore the influence of digital short story literacy on environmental care character through moderation reading interest. It is a quantitative study that measures character. involved 270 participants as sample using purposive sampling technique. data collection technique for this was Google Forms questionnaire. Data analysis used Statistical Package Social Science (SPSS) software version 27. results show has significant effect in statistics. However, interest does not present moderately successful This contributes designing curriculum education with special attention paid inclusive aspects and stories create conscious responsible generation’s answer preservation. More studies need be conducted about subject including additional amount higher needed regions where natural disasters happen more frequently, well engagement originating from who are studying social sciences. In industrial sector, it recommended collaborate students make documentaries promote

Язык: Английский

---

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Sustainability, Год журнала: 2023, Номер 15(20), С. 15115 - 15115

Опубликована: Окт. 20, 2023

In recent years, teaching and learning practices have transformed greatly due to emerging technologies. Despite various pedagogical technological innovations, the effectiveness of new environments is still being debated. Systems thinking concepts methods are needed regarding how accommodate digital technology optimize efficacy students’ learning, especially when student cohort specificities addressed. For purpose this study, we used an empirical research design supported by a bibliometric analysis. Multiple regression using dummy coding predictor variables was conducted compare prediction models across different groups first-year students, while sequential mediation model examine perceptions systems thinking, engagement in course, information communication (ICT) self-concept relation academic achievements. The results indicate that centered around understanding feedback behaviors causal sequences system has direct effect on outcome ICT related problem solving cognitive engagement, while, indirectly, also mediates achievement courses. relationship between course achievement. This study highlights importance leveraging dynamics factors diverse courses provides implications for developing high-performance education sustainable ecosystem.

Язык: Английский

---

Parents’ rearing styles and adolescents’ math achievement: the multiple mediating effect of self-control and math anxiety

Frontiers in Psychology, Год журнала: 2024, Номер 15

Опубликована: Окт. 16, 2024

Introduction This cross-sectional study examined the mechanisms underlying adolescent math achievement by investigating relationship between parents’ rearing styles (including different dimensions of style) and self-control, anxiety, based on ecological systems theory. Method A total 584 junior high school students ( M age = 12.52) completed Parenting Style Questionnaire, Self-control Scale, Math Anxiety Rating Scale provided their test scores. Results The both fathers mothers directly predicted adolescents’ achievement. Maternal style indirectly through self-control anxiety; however, indirect effect paternal was not significant. After distinguishing three styles, we found that emotional warmth can increase while maternal reduce self-control. Further, overprotectiveness positively predict achievement, rejection None self-control; they anxiety chain-mediation anxiety. Discussion Our results suggest commonalities differences in how along with (emotional warmth, rejection, overprotection), These findings highlight importance underscore need to examine them separately better understand impact.

Язык: Английский

---

Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents

Journal of Youth and Adolescence, Год журнала: 2024, Номер 53(6), С. 1323 - 1340

Опубликована: Март 29, 2024

Abstract Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) relates to commitments over time (2) impact later value (3) among adolescents. Minority ( N = 205, M age 16.25 years, 31.1% girls) adolescents 480, 15.73 47.9% participated preregistered three-wave longitudinal (T1: March-April 2012; T2: October T3: 2013). Dynamic Panel Models revealed that most within-person cross-lagged associations were not significant the total sample. multigroup analyses between groups: Stronger related lower adolescents, but unrelated time. Additionally, higher increased youth, yet decreased The findings highlight differential interplay for with important implications future life chances.

Язык: Английский

---

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

Journal of Nusantara Education, Год журнала: 2024, Номер 3(2), С. 48 - 59

Опубликована: Апрель 18, 2024

The purpose of this study was to find out how teachers at MA Ma'arif Jogorogo applied strategies teach aspects listening. were selected through purposive sampling, which involved the selection samples based on specific criteria. Based sampling method, two as research samples. A qualitative descriptive approach used examine three teachers' strategies: their interpretation teaching strategies, actual methods, and assessment students' listening comprehension. Data collection semi-structured interviews gain in-depth insights from respondents. analysis interactive models Miles Huberman. revealed that interpretations closely interrelated with other skills, impacting learning outcomes significantly. Additionally, use different facilitated students more easily understand material discussed. Furthermore, could lead varying results. Moreover, audio-visual media allowed directly hear sound focus content in question, followed by group discussions quizzes encouraged direct spontaneous student responses. Finally, assessed work various exercises, such summarizing material, identifying main ideas, making presentations, engaging question answer sessions. _________________________________________________________________________________________ Tujuan dari penelitian ini adalah untuk mengetahui bagaimana guru di menerapkan strategi mengajar aspek mendengarkan. Para dipilih melalui cara yaitu pemilihan sampel dengan kriteria-kriteria yang telah disebutkan. Berdasarkan metode tersebut didapatkan dua orang sebagai penelitian. Pendekatan deskriptif kualitatif digunakan menguji tiga guru: interpretasi mereka terhadap pengajaran, pengajaran sebenarnya, dan penilaian pemahaman mendengarkan siswa. Pengumpulan data melibatkan wawancara semi-terstruktur mendapatkan wawasan mendalam para responden. Analisis menggunakan model analisis interaktif Penelitian mengungkapkan bahwa saling terkait erat keterampilan lain, berdampak pada hasil pembelajaran secara signifikan. Selain itu, penggunaan yangnberbeda juga memfasilitasi siswa agar lebih mudah dalam memahami materi didiskusikan. berbeda dapat menyebabkan bervariasi. Selanjutnya, audio visual memungkinkan langsung mendengar suara fokus konten dimaksud, diikuti diskusi kelompok kuis mendorong tanggapan spontan. Akhirnya, menilai pekerjaan berbagai latihan, seperti meringkas materi, mengidentifikasi ide-ide utama, melakukan presentasi, terlibat sesi tanya jawab

---

التنافر المعرفي والملل الاكاديمى كمنبئين بصعوبات التنظيم الانفعالي للتلاميذ ذوى صعوبات التعلم بالمرحلة الإعدادية

مجلة کلية التربية, Год журнала: 2024, Номер 21(120), С. 1 - 88

Опубликована: Янв. 1, 2024

هدف البحث الحالي إلى الكشف عن العلاقة الارتباطية بين التنافر المعرفي والملل الأكاديمي وصعوبات التنظيم الانفعالي للتلاميذ ذوى صعوبات التعلم بالمرحلة الإعدادية ، وإمكانية التنبؤ بصعوبات من الاكاديمى ،والتحقق النموذج البنائي الذي يفسر التأثيرات المباشرة وغير للمتغيرات الثلاث، وتكونت العينة (240) تلميذا وتلميذه بمتوسط عمري (13.5) وانحراف معياري (0.8) واشتملت أدوات على اختبار القدرات العقلية (إعداد: فاروق موسي)، الفرز العصبي السريع لفرز التلاميذ موتى وآخرون Mutti et al وترجمة : مصطفى كامل)، ومقياس الخصائص السلوكية لذوى نجلاء عبد الله)، ومقاييس الباحثة) وأسفرت النتائج وجود علاقات ارتباطيه موجبة دالة إحصائيا كل كما أسفرت إمكانية الإنفعالي الاكاديمى، تم التوصل نموذج سببي العلاقات السببية الإعدادية.

---