The Effects of Teachers’ Attitudes on Anxiety and Academic Performances

Stomff, Mihaela

doi:10.1016/j.sbspro.2014.03.370

Cited by 3 publications

(3 citation statements)

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“…Some factors affect students' motivation to learn chemistry because they are related to learning anxiety. Bad teachers will increase student anxiety when learning (Stomff, 2014). Online learning systems, such as during the COVID-19 pandemic, also caused students to feel anxious, stressed, and depressed (Cervantes-Cardona et al, 2022).…”

Section: Problem Statementmentioning

confidence: 99%

The Factors That Influence the Motivation to Learn Chemistry of Upper-Secondary School Students in Indonesia

Huda,

Rohaeti

2023

JBSE

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The role of motivation in chemistry learning has long been explored and has become an exciting research topic worldwide. The aim of this study was to explore whether gender, class and students' anxiety influenced the motivation to learn chemistry among upper-secondary school students in Indonesia. The Chemistry Motivation Questionnaire II and the Chemistry Anxiety Questionnaire were used to examine the influence of multiple predictors through multiple linear regression analysis tests. Participants in this study were 1,211 upper-secondary school students in Indonesia. This study proves that gender has a significant influence on students' motivation to study chemistry, with female students being more motivated to study chemistry than male students. Interesting research results can be seen in the anxiety variable anxiety, specifically in the chemistry learning anxiety aspect, which has a negative correlation with motivation to study chemistry. The regression model of the three factors revealed in this study accounts for 13.8% of the overall proportion of upper-secondary school students' motivation to study chemistry in Indonesia. The results of this study were corroborated using the interview transcript data with 10 students, who extracted several other predictors to influence motivation to study chemistry, including learning experience, learning environment, and digital literacy. Keywords: chemistry learning anxiety, chemistry motivation, Indonesian upper-secondary school students, cross-sectional research

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Section: Problem Statementmentioning

confidence: 99%

The Factors That Influence the Motivation to Learn Chemistry of Upper-Secondary School Students in Indonesia

Huda,

Rohaeti

2023

JBSE

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“…Anxiety is also defined as a "state characterised by an activation of the individual, which starts the physiological needs of the body, increasing his/her level of activation in answer to what he/she perceives as a threat" (Salavera, Antoñanzas, Noé, & Teruel, 2014, p. 578). Concurrently, Stomff (2014) states that anxiety is a reaction to https: //dx.doi.org/10.15405/epsbs.2019.02.11 Corresponding Author: Ion Ovidiu Pânișoară Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 91 an extrinsic stimulus, which can be contained within reasonable boundaries if there is a balance between the external stimulations and the internal state. In other terms, anxiety can also be defined as the lack of equilibrium between the external stimuli and the internal response to these stimuli.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between The Levels Of Empathy, Self-Confidence And Anxiety

Pânişoară¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…A number of studies have previously sought to explain foreign language anxiety, its sources, effects, and implications on L2 learning and acquisition. Stomff (2014) investigated how anxiety affected learners and their academic performance using the State-Trait Anxiety Inventory, a self-developed framework to observe negative views among the learners, as well as a test to verify the correlation between the learners' negative views, their anxiety, and their performance. She confirmed that anxiety has a substantial impact on learners' academic performances.…”

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confidence: 99%

Investigating High-School Efl Learners’ Foreign Language Anxiety: A Case Study at Sma 4 Banda Aceh

Zulfikar

2022

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This study aimed to investigate the level of foreign language anxiety (FLA) experienced by senior-high-school English language learners (ELLs) and to explore plausible factors that contribute to the learners’ anxiety. This research employed a qualitative descriptive method with a case study approach, involving thirty-four twelfth-grade ELLs from SMA 4 Banda Aceh, Indonesia, as participants. In gathering the data, Horwitz et al.'s (1986) Foreign Language Speaking Anxiety Scale (FLCAS) and semi-structured interview were used as instruments. The findings revealed that the majority of the ELLs were at a moderate level of anxiety, with more than half of them being at “Mildly Anxious” level and with no “Very Anxious” learners. The findings also indicated that the ELLs’ FLA was caused not only by teacher factors but also student factors. The teacher factors include oral presentation task, incomprehensible input, and teachers’ attitude, while student factors comprise learners’ fear of being laughed at, their’ beliefs about L2, and lack of preparation.

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The Effects of Teachers’ Attitudes on Anxiety and Academic Performances

Cited by 3 publications

References 1 publication

The Factors That Influence the Motivation to Learn Chemistry of Upper-Secondary School Students in Indonesia

The Factors That Influence the Motivation to Learn Chemistry of Upper-Secondary School Students in Indonesia

The Relationship Between The Levels Of Empathy, Self-Confidence And Anxiety

Investigating High-School Efl Learners’ Foreign Language Anxiety: A Case Study at Sma 4 Banda Aceh

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