Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals' language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these variables for foreign language classroom anxiety. The relational model was used in the current study. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Attitudes toward English Lesson Scale, Foreign Language Speaking Anxiety Questionnaire, The Motivational Strategies for Learning Questionnaire, and Foreign Language Classroom Anxiety Scale were used as the data collection tool. The statistical methods used for analyses were correlation and multiple regression. The findings indicated that there is a significant positive correlation between foreign language classroom anxiety and self-regulation, test anxiety, and foreign language speaking anxiety. Also, there is significant negative correlation between foreign language classroom anxiety and selfefficacy intrinsic value perception, and attitude towards English. Moreover, self-efficacy, test anxiety, attitude towards English, and foreign language speaking anxiety are predictors of the university students' foreign language classroom anxiety.
Article HistoryProblem solving is a complex process in which encountered problems are defeated as reaching a target and problem solving skills are developed in school years. And, intelligence is defined as the ability to solve problems or to create products being valued within one or more cultural settings. Therefore, the purpose of the present study is to examine the relationship between multiple intelligences and problem solving skills. The relational model was used in the current study. The research group included 181 female (48.39 %) and 193 male (51.61 %) students studying at Zubeyde Hanim Vocational and Technical Anatolian High School and Gazi Industrial Vocational High School. The Multiple Intelligences Inventory adapted in Turkish by Ozden (2003) and Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted in Turkish by Sahin et al. (1993) were used as the data collection tool. Data were analyzed using the analysis of Pearson correlation. The findings indicated that there have been found some significant positive and negative correlations between variables.Contribution/Originality: This study contributes to the existing literature by investigating the relationship between high school students' problem solving skills and multiple intelligences.
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