Motivating and Demotivating Factors for Students With Low Emotional Intelligence to Participate in Speaking Activities

López, Mariza G. Méndez; Tun, Moisés Bautista

doi:10.15446/profile.v19n2.60652

Cited by 11 publications

(9 citation statements)

References 31 publications

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“…Dewaele et al's (2018) finding would suggest differently (i.e., because females are more emotionally involved, they will report higher levels of both positive and negative emotions). However, because prior research on learning-related emotions in Mexico favoured males (Méndez López & Bautista Tun, 2017;Reilly & Sánchez Rosas, 2019), it was hypothesized that a similar finding would emerge regarding exam-related emotions. A final clarification: this study will not seek causal relationships between emotions, gender, and performance, rather reveal which AEs are more commonly associated with L2 testing.…”

Section: The Present Studymentioning

confidence: 96%

Achievement Emotions and Gender Differences Associated with Second Language Testing

Reilly¹,

Rosas²

2021

INT J INSTRUCTION

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The results of second language (L2) tests influence important life events such as university graduation, access to scholarships, and employment opportunities. Curiously, few studies have examined L2 exam-related emotions beyond anxiety. Emotions are important because they influence mediators such as motivation, the use of executive functions, and higher-level learning strategies, which in turn, influence test performance. This study identified the positive and negative achievement emotions experienced by 277 L2 university learners in Mexico. Findings based on independent t-tests revealed that, contrary to previous research suggesting that test anxiety dominates the testing experience, learners experience positive emotions (e.g., hope) more frequently than negative ones (e.g., shame). Furthermore, upon comparing the global averages of four positive emotions and four negative emotions, a robust difference was found (d > .80) favouring the positive emotions. Comparisons between genders showed that exam-related emotions favour males. It was concluded that L2 researchers ought to broaden the research agenda regarding exam-related emotions beyond test anxiety. Further, educators ought to implement teaching strategies that promote a positive emotional experience surrounding L2 testing, thereby improving test performance.

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Section: The Present Studymentioning

confidence: 96%

Achievement Emotions and Gender Differences Associated with Second Language Testing

Reilly¹,

Rosas²

2021

INT J INSTRUCTION

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“…As schools strive to become the best in their respective regions or districts, the real meaning of learning is negated by the importance of grades and the pressure to perform. Various studies discovered that the obsession with the number of As had affected students' interest to learn (Khan, 2014;Klapp, 2015;Méndez López & Tun, 2017). Students lack the motivation to pursue their academic dreams as they feel that they are assessed by the grades obtained and not how much they have learned.…”

Section: )mentioning

confidence: 99%

Teachers’ Feedback Practice and Students’ Academic Achievement: A Systematic Literature Review

Selvaraj

Azman

Wahi

2021

IJLTER

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Previous literature on teachers’ feedback practices has revealed that feedback has a strong effect on students’ academic performance. Nevertheless, feedback is a challenge for teachers to use in teaching and the learning environment due to time constraints and teachers’ inability to provide students with feedback they need for self-improvement. Furthermore, teachers are often unsure whether the feedback given will meet students’ academic needs as students have to work on improving themselves after receiving feedback from their respective teachers. Hence, it is necessary to determine how teachers’ feedback correlates with students’ performance in school. Feedback highlights students’ strengths guides them on how to develop and regulate their learning strategies. Feedback also provides better learning opportunities, while simultaneously guiding them to improve their current weaknesses. This paper presents a comprehensive review of past studies about feedback and its impacts on students’ learning in the classroom. This paper is using systematic literature review (SLR) to explore the connection between students’ academic performance and teachers’ feedback. The analysis discovered that although teachers’ feedback played a significant role in helping students improve themselves academically and in motivating them to become independent, feedback, particularly in written form, could negatively influence or impede learning.

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“…This is a less independent behavior that is usually characterized by a lack of ability to organize, develop, and solve various problems or difficulties faced due to being too dependent or involving other people (Zumbrunn, 2011). Low learning motivation also affects this behavior because students with low learning motivation tend to be less courageous to try new things, think about the risks they will take, and fear sanctions or punishment (Méndez López & Bautista Tun, 2017). Also, the student interview results with moderate learning motivation show that when solving problems, they do not depend on others, but need much time to think.…”

Section: Learning Independencementioning

confidence: 99%

Profiles of students’ learning independence and creativity viewed from learning motivation

Riyad

Fajari

Nikmaturrohmah

2021

CJES

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Independence and creativity are considered important aspects of learning in the COVID-19 pandemic era. This study aimed to analyze the independence and creativity profile of elementary school teacher education students in online lectures viewed from learning motivation in the COVID-19 pandemic era. The study used mixed methods with a sequential explanatory design. Snowball sampling technique was used to select the study subjects. Questionnaires and in-depth interviews were used as the data collection tools, using Google Forms software. Miles and Huberman’s (1994) interactive model was used as the data analysis model. The findings of the study showed that: (1) students were less able to work independently and confidently but had high learning discipline and were responsible; and (2) students lack indicators of flexibility and originality but have high curiosity, resilience, and persistence in learning creativity. The findings of the research revealed that independence and creativity in learning were included in the medium category. This study can be used as a reference for further research. Keywords: learning independence, learning creativity, online lecture, application media, learning motivation;

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Motivating and Demotivating Factors for Students With Low Emotional Intelligence to Participate in Speaking Activities

Cited by 11 publications

References 31 publications

Achievement Emotions and Gender Differences Associated with Second Language Testing

Achievement Emotions and Gender Differences Associated with Second Language Testing

Teachers’ Feedback Practice and Students’ Academic Achievement: A Systematic Literature Review

Profiles of students’ learning independence and creativity viewed from learning motivation

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