Language Anxiety and Counseling Self‐Efficacy

Haley, Melinda; Marin, Merranda; Gelgand, Jessica C.

doi:10.1002/jmcd.12012

Cited by 20 publications

(11 citation statements)

References 27 publications

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“…Their TLA levels were negatively correlated with their self-efficacy levels in L3 learning. This is in line with the research findings by Haley et al (2014) and Bensalem (2018). They have found that the FLA levels of non-native speakers are negatively correlated with their self-efficacy levels, but they are learners who learn English as their L2 instead of L3.…”

Section: Discussionsupporting

confidence: 91%

“…To answer RQ1, in terms of correlations, this study was in line with previous studies (e.g., Haley et al, 2014;Li et al, 2018), as participants' learning anxiety was negatively correlated with their self-efficacy, although these studies targeted at students who learned English as an L2. This can be explained by the broadenand-build theory (Fredrickson and Joiner, 2018), in which negative emotions, including anxiety, tend to cause negative effects (Dewaele and Li, 2021;Dong et al, 2022).…”

Section: Discussionmentioning

confidence: 64%

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Anxiety and self-efficacy in Chinese international students’ L3 French learning with L2 English and L3 French

Lin

2022

Front. Psychol.

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The present study explored the relationship between international students’ Third Language Anxiety (TLA) and self-efficacy. The research data were collected through questionnaires involving 243 Chinese International students’ L3 French Learning with L2 English and L3 French at one university in the U.K. Three of them were interviewed about their experience of anxiety and self-efficacy. Major findings include four underlying factors correlated with TLA and two underlying factors correlated with self-efficacy. Also, levels of these students’ TLA were negatively correlated with the level of their self-efficacy, as shown in the correlational analysis. Then, two linear regression models were built to contribute to the prediction of their self-efficacy levels. Lastly, participants reported that grammatical and pronunciation similarities between English (L2) and French (L3) positively decreased their anxiety levels. All of these interviewees encountered communication apprehension. These findings can provide educational implications for L3 teaching and learning, inspiring teachers to consider international students’ TLA and self-efficacy and thus propose some coping strategies.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 64%

Anxiety and self-efficacy in Chinese international students’ L3 French learning with L2 English and L3 French

Lin

2022

Front. Psychol.

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“…The language barriers faced by international trainees thus can go beyond skill proficiency and involve a nuanced grasp of phenomena (e.g., relationship) that are highly culturally formed (Lee, 2018). These extra processes are likely to intensify the self-focus and insecurity of international trainees compared to their domestic peers (Haley, Romero Marin, & Gelgand, 2015; Li, Lu, Bernstein, & Bang, 2018).…”

mentioning

confidence: 99%

Incorporating an acculturation perspective into the Integrative Developmental Model (IDM) in supervising international trainees.

Zhou¹,

Zhu²,

Miao³

2020

Training and Education in Professional Psychology

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This article provides international psychology trainees' experiences with and their perspectives on supervision. Using 3 illustrative exchanges of supervisory relationships from international trainees at different training stages, we highlighted the need for considering the acculturation and professional dual developmental processes in international trainees. We argue that the Integrative Developmental Model (IDM) is a promising framework that can further integrate the perspective of acculturation for supervision with international trainees. Implications for understanding these normative, dual developmental processes on supervision for both supervisors and supervisees are further discussed. Public Significance StatementCurrent theories and models of supervision have not adequately addressed the needs of international trainees, who represent an increasing number in the mental health fields of study. The authors provide real-life supervision exchanges in urging supervisors to apply principles of cultural humility to understand both the acculturative developmental needs and the professional needs at each IDM level for international trainees.

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“…This perceived deficiency can increase trainees' self-monitoring of their clinical interactions, causing anxiety about whether their clients are understanding their interventions (Georgiadou, 2014). These processes can create a cyclical relationship, where in perceived clinical self-efficacy linked to language performance can heighten anxiety and thus further lower self-efficacy (Haley et al, 2015).…”

Section: Deficits-based Modelmentioning

confidence: 99%

Linguistic Minority International Counseling Psychology Trainees’ Experiences in Clinical Supervision

Garrison

Yeung

et al. 2022

The Counseling Psychologist

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The present study discusses clinical supervision from the perspectives of 20 international counseling psychology trainees with a focus on English-specific experiences in training. Using concept mapping, we identified four clusters of sociolinguistic experiences in clinical settings: Growth and Strength Through Embracing Vulnerability, Barriers to Showing Clinical Potential, Fear of Being Seen as Incompetent, and Self-Doubt About Therapeutic Performance and Relationships. Helpful supervisory events included seven clusters: Genuine Curiosity and Understanding, Exploration and Validation Regarding Linguistic Identity, Affirmation and Illumination of Strengths, Facilitation of Clinical Communication, Multicultural Awareness and Cultural Humility, Humanity and Compassion, and Externalization and De-emphasis of the Act of Language use Itself. Lastly, unhelpful supervisory events fell into seven clusters: Seeking Understanding From a Deficits-Lens, Lack of Self-Awareness and Cultural Humility, Acts of Disrespect, Disregard and Lack of Interest, Judgment and Over-Correction, Disempowerment, and Superficial Fixes. Implications for practice and advocacy and suggestions for future research are discussed.

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Language Anxiety and Counseling Self‐Efficacy

Cited by 20 publications

References 27 publications

Anxiety and self-efficacy in Chinese international students’ L3 French learning with L2 English and L3 French

Anxiety and self-efficacy in Chinese international students’ L3 French learning with L2 English and L3 French

Incorporating an acculturation perspective into the Integrative Developmental Model (IDM) in supervising international trainees.

Linguistic Minority International Counseling Psychology Trainees’ Experiences in Clinical Supervision

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