Effects of student characteristics and level of teacher-student interaction on achievement and attitudes

Power, Colin

doi:10.1016/0361-476x(77)90029-7

Cited by 4 publications

(2 citation statements)

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“…One factor that may account for the negative relationship between extraversion and English proficiency is that personality factors that contribute to overall academic achievement probably apply to foreign language learning also. Researchers have found that introverts tend to do better in high school and college (Cattell and Cattell 1969, Entwistle 1972, Kelly 1973, Power 1977. The results of the junior college study tend to support the view that introverts do better academically (e.g., junior college introverts tended to do better in English grammar and reading).…”

Section: Discussionmentioning

confidence: 85%

Introversion‐extraversion and the Efl Proficiency of Japanese Students

Busch¹

1982

Language Learning

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This study explores the relationship between the introversion‐extraversion tendencies of Japanese students and their proficiency in English as a foreign language (EFL). It was hypothesized that in an EFL situation, extraverted students would attain a higher proficiency in English because they may take advantage of the few available opportunities to receive input in English and practice the language with native speakers. In order to test the hypothesis that extraverts are more proficient in English, 80 junior college English students and 105 adult school English students took a standardized English test, completed a personality questionnaire, and provided information on a biodata form. In addition, 45 of the junior college students participated in English oral interviews which were then rated for proficiency by two evaluators. The hypothesis that extraverts are more proficient in English was not supported. In fact, statistical analysis revealed that extraversion had a significant negative correlation with pronunciation, a subcomponent of the oral interview test. In addition, introverts tended to have higher scores on the reading and grammar components of the standardized English test. Even though introverts tended to score better on most of the English proficiency measures, it was found that junior college males who had tendencies towards extraversion had higher oral interview scores. Extraversion also correlated positively with length of time spent studying English at the adult school. These findings are discussed with respect to cultural factors predominant in Japanese society and psychological theory.

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Section: Discussionmentioning

confidence: 85%

Introversion‐extraversion and the Efl Proficiency of Japanese Students

Busch¹

1982

Language Learning

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“…Rosenshine and Furst (1973) examined over fifty studies dealing with the relationship between teaching behaviors and various types of student achievement and found that most of the studies surveyed dealt with affective, rather than cognitive, growth. Subsequent studies continue to find that teaching behaviors have an affective impact on student achievement (Power, 1977;Norton, 1977;Meier & Feldhusen, 1979;Nussbaum & Scott, 1979;Andersen, 1979;Elliot, 1979;Norton & Nussbaum, 1980;Scott & Nussbaum, 1981;Nussbaum, 1982;Hughey, Harper & Harper, 1982;. It is much more difficult to demonstrate a connection between how teachers communicate and student cognitive growth.…”

Section: -Communication Educationmentioning

confidence: 92%