Do Cognitive Dispositions and Gender Matter in Applications of Culturally Relevant Pedagogy? A Pilot Study at an Iraqi University

Pilotti, Maura; Razmahang, Yalda; Bernoussi, Zaynab El

doi:10.22492/ije.9.5.02

Cited by 1 publication

(1 citation statement)

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“…In Middle Eastern students of Saudi Arabian descent, Pilotti et al [7] did not find the distinction between grade and learning orientation to be related to academic performance. However, among Kurdish students, Pilotti et al [18] uncovered gender differences. For females, academic success was related to a learning orientation, whereas for males, no relationship was found between orientation and performance.…”

Section: Literature Reviewmentioning

confidence: 99%

The Emotional State of Second-Language Learners in a Research Writing Course: Do Academic Orientation and Major Matter?

Pilotti,

Waked,

El Alaoui

et al. 2023

Behavioral Sciences

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This study examined whether differences exist in the emotional state of students whose approach to undergraduate courses is either preferentially learning-oriented or grade-oriented. It focused on an understudied population of female college students of Saudi Arabian descent who were enrolled in a challenging writing course. Their emotional state was assessed both globally, through the appraisal of their degree of happiness, and locally, through the appraisal of their writing anxiety (a task-specific emotional state). The study contributed to the extant literature by examining whether the association between goal orientation and emotional state, which is predicted by goal orientation theory, could be found in the selected understudied student population. Results illustrate differences between STEM and non-STEM learners. For STEM students, a grade orientation was associated with declining self-reported happiness and increasing writing anxiety. In contrast, for both STEM and non-STEM students, a learning orientation was associated with increasing happiness and declining writing anxiety. Differences existed in the particular type of writing anxiety that was experienced by STEM and non-STEM students. These findings suggest that interventions for students who are struggling academically may need to address personal dispositions if such interventions are to foster subjective well-being (including positive emotions).

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Section: Literature Reviewmentioning

confidence: 99%