Exploring and Assessing Cross-cultural Sensitivity in Bosnian Tertiary Education: Is there a real promise of harmonious coexistence?

doi:10.13187/ejced.2018.2.244

Cited by 8 publications

(3 citation statements)

References 14 publications

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“…Even though in academic settings females are more confident in their abilities to learn (Bećirović et al, 2018) a new language well (Dorneyi, 2001), a great number of research studies have shown that female students exhibit higher levels of anxiety than male counterparts (Abu-Rabia, 2004;Elkhafaifi, 2005), such results sometimes (Clark, Trafford, 1996) being attributed to the fact that female students are more likely to report their feelings of anxiety more openly than male students. In contrast to these, other enquiries found either no statistically significant genderrelated differences in language anxiety (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation, Anxiety and Students’ Performance

Ahmetović¹,

Bećirović²,

Dubravac³

2020

European Journal of Contemporary Education

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The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males' and females' motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign language classroom anxiety, while it had a significant effect on speaking motivation. Furthermore, the findings indicated that overall intrinsic motivation and intrinsic motivation to experience stimulation were significant predictors of the students' EFL achievement, whereas communication apprehension as a foreign language classroom anxiety factor was in a negative association with the students' EFL achievement. The study provides instructors with guidelines on how to make their classrooms an environment conducive to the development of higher levels of speaking motivation and lower levels of anxiety with the aim of improving their students' performance.

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Section: Literature Reviewmentioning

confidence: 99%

Motivation, Anxiety and Students’ Performance

Ahmetović¹,

Bećirović²,

Dubravac³

2020

European Journal of Contemporary Education

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“…The relevance of this study is to raise the College of Teacher Education students' ability to reduce cultural barriers between cultures they interact. Education students need to consider how cultural variations impact people's interactions and establish exceptional views, personalities, and relations with others [20]. Students need to be taught how to build favorable treatment towards people from different cultures with diverse cultural values.…”

Section: Introductionmentioning

confidence: 99%

Cultural Values and Intercultural Sensitivity among College of Teacher Education Students

Magsanay,

Diamante,

Carriedo

et al. 2024

AJESS

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Most university and college students are susceptible to prejudice, stereotype, or even discrimination towards individuals or groups of people from different cultures. This confluence of concerns has occurred both within and outside the educational sector. As a result of this alarming predicament, this study aims to determines the relationship between cultural values and intercultural sensitivity among College of Teacher Education students officially enrolled for the Academic Year 2022–2023 in the University of Mindanao in Matina, Davao City. With a total population of 2,054 students in the College of Teacher Education program, the researchers obtained a total of 324 respondents, which was calculated using the Raosoft sample size calculator. This study used convenience sampling and a descriptive correlational research design. The Mean, Standard Deviation, and Pearson Product Correlation were utilized as statistical techniques. The overall findings show that the level of cultural values is high, with a mean score of 4.46 and a standard deviation of .38, while the level of intercultural sensitivity is also high, with a mean score of 4.44 and a standard deviation of .40. This indicates that the cultural values and intercultural sensitivity among undergraduate teachers at the University of Mindanao are highly manifested. Furthermore, the p-value of .000, states that there is a significant relationship between cultural values and intercultural sensitivity. The r-value of .622* also indicates a moderately positive (direct) correlation between cultural values and intercultural sensitivity. Finally, the study's overall results affirm that cultural values have a significant (direct) relationship with the intercultural sensitivity of the College of Teachers Education students at the University of Mindanao. It concludes that students better understand and appreciate cultural diversity. In this sense, future educators have practical intercultural communication skills and collaboration among people of diverse cultural backgrounds. Thus, it creates an inclusive and equitable environment for civically competent individuals in a pluralistic society.

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“…They contain culturally responsive content and serve as excellent tools for the development of cultural intelligence. Students can learn about diverse cultures from various locations in Bosnia and Herzegovina and from around the world (Bec´irovic´& Brdarevic´-cˇeljo, 2018). Cultural intelligence (CQ) may assist in the development of positive relationships and success in culturally diverse settings.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

Bećirović

2023

SAGE Open

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Cooperative learning, cultural intelligence and learning English as a foreign language (EFL) represent important concepts in contemporary education, particularly in a diverse environment where students need to collaborate with individuals from different cultural backgrounds. This study aimed to investigate the interrelationships among cooperative learning, cultural intelligence, EFL motivation, achievement, and grade point average (GPA). The previously developed and validated questionnaires were used for data collection, while convenience sampling was applied to select 211 participants studying at a high school level. A Confirmatory Factor Analysis was performed to determine the reliability and a Structural Equation Modeling approach was employed to test the measurement and the hypothesized model. The results showed that cooperative learning positively predicted students’ cultural intelligence and EFL motivation, which was a significant predictor of EFL achievement. Furthermore, cooperative learning negatively predicted EFL achievement, and insignificantly predicted GPA, while cultural intelligence insignificantly predicted both GPA and EFL achievement. These results may contribute to a broader understanding of the relationship between the investigated constructs, and may help instructors design effective classes that will imbed key components of cooperative learning and increase students’ motivation, cultural intelligence, and learning success.

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Exploring and Assessing Cross-cultural Sensitivity in Bosnian Tertiary Education: Is there a real promise of harmonious coexistence?

Cited by 8 publications

References 14 publications

Motivation, Anxiety and Students’ Performance

Motivation, Anxiety and Students’ Performance

Cultural Values and Intercultural Sensitivity among College of Teacher Education Students

The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

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