Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing

Tai, Kai‐Hsin; Hong, Jon‐Chao; Lin, Chia-Yin

doi:10.3389/fpsyg.2022.1060421

Cited by 3 publications

(1 citation statement)

References 78 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The heightened state of apprehension involves various psychological manifestations, including excessive worry, restlessness, and difficulties in maintaining focus (Isaoğlu, 2015). The importance of anxiety's impact on daily functioning is further highlighted by the prevalence of specific phobias (Hong, 2022).…”

Section: Discussionmentioning

confidence: 99%

Investigating Students' Anxiety in Argumentative Writing

Saputra,

Elfi

2023

ELP

View full text Add to dashboard Cite

This study investigated the anxiety-related challenges faced by students in argumentative writing and their impact on writing performance. The research utilized questionnaires to collect quantitative data from fourth-semester students enrolled in the Argumentative Writing Subject. The study explored psychological, emotional, and cognitive obstacles that impede students' writing abilities and contribute to anxiety. Results indicated that 31.8 percent of students reported psychological symptoms such as excessive sweating and trembling hands when engaging in argumentative writing tasks. These manifestations highlighted the negative influence of anxiety on learning outcomes, emphasizing the need for support and interventions. By addressing psychological, emotional, and cognitive difficulties, promoting engagement in the writing process, and encouraging initiative in group discussions, educators can create an inclusive learning environment that fosters student’s ability to overcome anxiety barriers and excel in argumentative writing. However, it is important to acknowledge limitations in this research, including potential response bias due to self-report measures and the limited sample size from a specific educational institution, which may affect the generalizability of the findings. Future research should employ diverse assessment methods, and larger and more representative samples, and further explore the intricate connections between psychological, emotional, and cognitive symptoms of anxiety and their specific impacts on writing performance to enhance our understanding of this topic.

show abstract

Section: Discussionmentioning

confidence: 99%

Investigating Students' Anxiety in Argumentative Writing

Saputra,

Elfi

2023

ELP

View full text Add to dashboard Cite

show abstract

Gamified E-Quizzes and Interaction among Undergraduate Social Work Students in China during the COVID-19 Pandemic: Exploring the Mediating Role of Online Learning Self-Efficacy

Pan,

Liu,

Jhang

2024

Proceedings of the 2024 10th International Conference on Education and Training Technologies

View full text Add to dashboard Cite

Empowering Students: Examining the Effectiveness of Taʻlīm Mutaʻallim Group Guidance

Suhartiwi,

Afdal,

Yusuf

et al. 2024

Islam G. & C. Jour

View full text Add to dashboard Cite

The field of education is dedicated to exploring the principles and ideals of excellence in the pursuit of knowledge. These principles offer insights into the rules and standards guiding knowledge acquisition, ensuring that the knowledge obtained benefits individuals. Therefore, this study aimed to analyze the effectiveness of taʻlīm mutaʻallim module in enhancing students’ self-confidence in group guidance. Sampling was conducted using both random and purposive random sampling methods. Subsequently, a quantitative method was used to perform the exploration by applying a quasi-experimental method with 27 students from Madrasah Aliyah Muallimat NW Pancor in Lombok, Indonesia. The students were categorized into two groups, and the study design incorporated the administration of pretest, the implementation of treatment, and the administration of posttest. The treatment consisted of seven meetings where participants received a module designed to internalize taʻlīm mutaʻallim values, with the aim of improving self-confidence in group guidance. Additionally, the collected data were analyzed using descriptive data analysis, paired sample t-test, and effect size analysis. The results of hypothesis testing showed that the t-value was 9.607, with a significance level of 0.001 (<0.05), demonstrating the effectiveness of taʻlīm mutaʻallim group guidance module in increasing self-confidence. In summary, the results suggested that internalizing "taʻlīm muta'allim" was an effective method for enhancing students' self-confidence in group guidance. Furthermore, the module was considered suitable for use by school counselors in group guidance services to increase self-confidence.

show abstract

Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing

Cited by 3 publications

References 78 publications

Investigating Students' Anxiety in Argumentative Writing

Investigating Students' Anxiety in Argumentative Writing

Gamified E-Quizzes and Interaction among Undergraduate Social Work Students in China during the COVID-19 Pandemic: Exploring the Mediating Role of Online Learning Self-Efficacy

Empowering Students: Examining the Effectiveness of Taʻlīm Mutaʻallim Group Guidance

Contact Info

Product

Resources

About