Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency

Ardasheva, Yuliya; Carbonneau, Kira J.; Roo, Anna Karin; Wang, Zhe

doi:10.1016/j.lindif.2017.11.008

Cited by 26 publications

(28 citation statements)

References 58 publications

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“…In addition, Ardasheva et al (2018) found that students with higher science vocabulary knowledge had lower levels of science anxiety [17]. In addition, several studies reported negative associations between science anxiety and self-efficacy toward science in grade-5 students [18], middle school students [17,19], and high school students [20,21]. Consistently, science anxiety was found to be negatively associated with science achievement [19,21,22].…”

Section: Science Anxietymentioning

confidence: 93%

“…Mallow and colleagues [14][15][16] found that science anxiety was positively associated with non-science anxiety (which refers to students' negative feelings towards other subjects) and choosing majors in humanities and social sciences. In addition, Ardasheva et al (2018) found that students with higher science vocabulary knowledge had lower levels of science anxiety [17]. In addition, several studies reported negative associations between science anxiety and self-efficacy toward science in grade-5 students [18], middle school students [17,19], and high school students [20,21].…”

Section: Science Anxietymentioning

confidence: 99%

“…Mixed results were reported regarding gender differences in science anxiety. On the one hand, female students were found to experience higher science anxiety than male students in middle school [17], high school [20] and university [14][15][16]23]. Udo et al (2004) suggested that males, based on cultural expectations, tend to under-report their level of science anxiety to meet with the stereotypic pressures on them to specialize in science and to deny the need for emotional support, whereas females tend to over-report their science anxiety levels [16].…”

Section: Gender Differences In Science Anxietymentioning

confidence: 99%

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The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement

2021

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Science anxiety refers to students’ negative emotions about learning science. Across two studies, we investigated the psychometric properties of the newly developed Abbreviated Science Anxiety Scale (ASAS), which was adapted from the modified Abbreviated Math Anxiety Scale (m-AMAS) (Carey E., 2017). Using a sample of students in grades 7 to 10 (N = 710), Study 1 reported a two-factor structure of the ASAS (learning science anxiety and science evaluation anxiety) and negative associations between the ASAS factors and science achievement. Study 2 replicated this two-factor model in students in grades 11 and 12 (N = 362) and found that students in the “Arts” track were more anxious about science than those in “Sciences” track. Both studies consistently reported positive inter-correlations between the ASAS factors, with good internal reliabilities and modest meaningful associations with test anxiety and general anxiety, suggesting that science anxiety might be a distinct construct. Further, female students had higher science anxiety (especially science evaluation anxiety) than male students, even when test anxiety and general anxiety were considered in models. In summary, the ASAS is a brief, valid, and reliable instrument that can be used to guide and improve science education.

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Section: Science Anxietymentioning

confidence: 93%

Section: Science Anxietymentioning

confidence: 99%

Section: Gender Differences In Science Anxietymentioning

confidence: 99%

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The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement

2021

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“…Vocabulary learning motivation is defined as "the driving force" of vocabulary learning (Dörnyei & Ryan, 2015, p. 72), which directly impacts learning outcomes (Zhang et al, 2016). On the contrary, vocabulary learning self-confidence is about learners' certainty and confidence of the ability to master vocabularies (Hong et al, 2014), which indirectly impacts learning outcomes mediated by other factors, such as anxiety (Ardasheva et al, 2018) and learning strategy (H. J. Liu et al, 2014).…”

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confidence: 99%

Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self-Confidence?

2021

SAGE Open

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Game-based vocabulary learning that is well documented to improve students’ vocabulary learning outcomes is gaining increasing attention. However, no consensus has been reached regarding the impact of game-based vocabulary learning application (APP) on the vocabulary learning achievement, motivation, and self-confidence among Chinese EFL (English as a foreign language) students, so large a population that should never be neglected. To address the issues, a total of 70 college students in two groups participated in a quasi-experiment. One is the experimental group in which students received the game-based vocabulary learning; the other is the control group in which students received the conventional paper-based wordlist learning. Each group consisted of 35 students. The experiment was carried out to evaluate how the implementation of game-based vocabulary learning influences students’ vocabulary learning achievement, motivation, and self-confidence. In addition, a regression analysis was exploited to examine the influence of motivation and self-confidence on vocabulary achievement. Results demonstrated that the game-based vocabulary learning APP benefited students in vocabulary achievement, motivation, and self-confidence. Furthermore, learning self-confidence and motivation did not predict learning achievement. Implications of the study were also given.

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“…In addition, studies by Laing, Burns, and Baetu (2019) pointed out that higher-order cognitive abilities may reduce the impact of anxiety on learning [81], so this research also suggests that educators can teach learners how to be good in the process of game-based teaching, using cognitive strategies to reduce gameplay anxiety during the learning process. At the same time, Ardasheva, Carbonneau, Roo, and Wang (2018) also proposed that prior knowledge can reduce the negative relationship between anxiety and learning [82]. It can be inferred that when learners are more familiar with the learning content of the previous week, the less gameplay anxiety is generated when reviewing the course content with Kahoot.…”

Section: B Implicationsmentioning

confidence: 99%

Applying Kahoot in Thai Language and Culture Curriculum: Analysis of the Relationship among Online Cognitive Failure, Flow Experience, Gameplay Anxiety and Learning Performance

Ye¹,

Watthanapas²,

Wu³

2020

IJIET

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The benefits of game-based learning have been confirmed by many studies, and it has also been proven to be a method that can bring meaningful learning to learners. However, its application in Taiwan’s higher education stage is still infrequent, and only few related studies. Therefore, this study uses Kahoot with an interactive response system (IRS) mechanism as one of the curriculum teaching tools. The research adopted purposive sampling method. Participants were students from two universities in northern Taiwan who took Thai language and culture courses. The total number of valid participants was 103, including 25 males (29.8%) and 59 females (70.2%). This study was based on the theory of cognitive learning of multimedia learning, and the design of Kahoot’s game content. Based on the special CATLM and focus influence model, six research hypotheses were proposed to build a research model. The results showed that online cognitive failure was negatively correlated with gameplay flow; online cognitive failure was positively correlated with gameplay anxiety; gameplay flow was positively correlated with learning performance; gameplay anxiety was not correlated with learning performance; anxiety does not necessarily affect the effectiveness of game-based learning.

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Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency

Cited by 26 publications

References 58 publications

The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement

The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement

Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self-Confidence?

Applying Kahoot in Thai Language and Culture Curriculum: Analysis of the Relationship among Online Cognitive Failure, Flow Experience, Gameplay Anxiety and Learning Performance

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