Contenido principal del artículo

Alan Martin Smyth
Universidad Rey Juan Carlos
España
Biografía
Nuria García Manzanares
Universidad Rey Juan Carlos
España
Biografía
Juan José Fernández Muñoz
Universidad Rey Juan Carlos
Biografía
Núm. 36 (2021): June, Artículos, Páginas 27-42
DOI: https://doi.org/10.30827/portalin.v0i36.15376
Recibido: may 19, 2020 Aceptado: ene 5, 2021 Publicado: jun 21, 2021
Derechos de autor Cómo citar

Resumen

El objetivo de este estudio es comprobar si, aparte de la ansiedad, ciertas dimensiones de la personalidad tienen influencia en el rendimiento académico universitario en exámenes oficiales de idiomas. En una muestra de 394 estudiantes de una universidad española, se evaluó el rendimiento académico en idiomas mediante el examen Test of English for International Communication: Listening and Reading (TOEIC L&R), la ansiedad en lengua extranjera con la FLCAS, la ansiedad ante los exámenes con el Test Anxiety Inventory y las dimensiones de la personalidad con el NEO-FFI. Se calcularon análisis de frecuencias para las variables categóricas, y medias y desviación estándar para las variables continuas, y se aplicó un modelo de regresión lineal múltiple por pasos para identificar las variables independientes que contribuyen de manera significativa a la varianza del resultado del rendimiento académico. La ansiedad en el aula de idiomas es la variable que correlaciona más significativamente con el rendimiento académico, seguida por la dimensión de Neuroticismo, la Ansiedad ante los Exámenes y Extraversión. Los resultados muestran que la ansiedad puede seguir siendo considerada el indicador más eficaz para predecir el rendimiento académico en idiomas y que las dimensiones de la personalidad tienen cabida en el proceso de aprendizaje

Descargas

La descarga de datos todavía no está disponible.

Detalles del artículo

Citas

Ahmetović, E., Bećirović, S., & Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education, 9(2), 271–289.

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s Construct of Foreign Language Anxiety: The Case of Students of Japanese. The Modern Language Journal, 78(2), 155–168.

Alper, R., & Haber, R.N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61(2), 207.

Alrabai, F. (2017). Self-esteem of Saudi Learners and Its Relationship to Their Achievement in English as a Foreign Language. English Linguistics Research, 6(4), 1.

Argaman, O., & Abu-Rabia, S. (2002). The Influence of Language Anxiety on English Reading and Writing Tasks Among Native Hebrew Speakers. Language, Culture and Curriculum, 15(2), 143–160.

Baba Khouya, Y. (2018). English Language Anxiety and the Big Five Personality Factors. International Journal of Humanities and Social Science, 8(2), 191–200.

Benjamin, M., McKeachie, W.J., Lin, Y.G., & Holinger, D.P. (1981). Test anxiety: deficits in information processing. Journal of Educational Psychology, 73(6), 816–824.

Brady, I.K. (2019). A multidimensional view of l2 motivation in southeast spain: Through the ‘ideal selves’ looking glass. Porta Linguarum, 2019(31), 37–52.

Busato, V.V., Prins, F.J., Elshout, J.J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29(6), 1057–1068. https://doi.org/10.1016/S0191-8869(99)00253-6

Cassady, J.C., & Johnson, R.E. (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology, 27, 270–295. https://doi.org/10.1006/ceps.2001.1094

Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338. https://doi.org/10.1016/S0092-6566(02)00578-0

Costa, P.T.J., & McCrae, R.R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) Professional Manual. Psychological Assessment Resources.

De Raad, B., & Schowenburg, H.C. (1996). Personality traits in learning and education. European Journal of Personality, 10(3), 185–200.

Dewaele, J.M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. International Journal of Bilingualism, 6(1), 23-38.

Dewaele, J.M. (2012a). Personality: Personality traits as independent and dependent variables. In S.R. Mercer & M. Williams (Eds.), Psychology For Language Learning: Insights form Research, Theory and Practice (pp. 42–58). Palgrave Macmillan.

Dewaele, J.M. (2012b). Personality in Second Language Acquisition. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. https://doi.org/10.1002/9781405198431.wbeal0904

Dewaele, J.M. (2013). The link between Foreign Language Classroom Anxiety and Psychoticism , Extraversion , and Neuroticism. The Modern Language Journal, 97(3), 1–21.

Dewaele, J.M., & Furnham, A. (1999). Extraversion : The Unloved Variable in Applied Linguistic Research. Language Learning, 49(3), 509–544.

Dewaele, J.M., & Li, C. (2020). Emotions in Second Language Acquisition: A critical review and research agenda. 外语界 Foreign Language World, 196(1), 34–49.

Dewaele, J.M., Petrides, K.V., & Furnham, A. (2008). Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911–960.

Digman, J. (1990). Personality Structure: Emergence Of The 5-Factor Model. Annual Review of Psychology, 41(1), 417–440. https://doi.org/10.1146/annurev.psych.41.1.417

Donovan, L.A., & MacIntyre, P.D. (2004). Age and sex differences in willingness to communicate, communication apprehension, and self‐perceived competence. Communication Research Reports, 21(4), 420–427.

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9–42). Multilingual Matters.

Dutke, S., & Stroeber, J. (2001). Test anxiety, working memory, and cognitive performance: Supportive effects of sequential demands. Cognition and Emotion, 15, 381–389.

Ellis, R. (1985). Understanding Second Language Acquisition. OUP.

Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14(1), 47–64. https://doi.org/10.1016/j.lindif.2003.08.002

Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold Publishers.

Gardner, R.C., & Maclntyre, P.D. (1993). On the Measurement of Affective Variables in Second Language Learning. Language Learning, 43(2), 157–194.

Gregersen, T., & Horwitz, E.K. (2002). Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners’ Reactions to Their Own Oral Performance. The Modern Language Journal, 86(4), 562–570. https://doi.org/10.1111/1540-4781.00161

Griffiths, R. (1991). Personality and second-language learning: Theory, research and practice. In Sadtono, Eugenius (Ed.), Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28; (pp. 103–135). Seameo.

Guiora, A.Z., Beit-Hallahmi, B., Brannon, R.C.L., Dull, C.Y., & Scovel, T. (1972). The Effects of Experimentally Induced Changes in Ego States on Pronunciation Ability in a Second Language: An Exploratory Study. Comprehensive Psychiatry, 13(5), 421–428.

Hembree, R. (1988). Correlates , Causes , Effects , and Treatment of Test Anxiety. Review of Educational Research, 58(1), 47–77.

Horwitz, E.K. (1986). Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20(3), 559–562.

Horwitz, E.K. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics, 21, 112–128.

Horwitz, E.K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167. https://doi.org/10.1017/S026144480999036X

Horwitz, E.K. (2017). On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gkonou, M. Daubney, & J.M. Dewaele (Eds.), New Insights into Language Anxiety: Theory, Research and Educational Implications (pp. 31–47). Multilingual Matters.

Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.

IBM Corp. Released (2017). IBM SPSS Statistics for Windows, Version 25.0. IBM Corp.

Kiany, G.R. (1998). English proficiency and academic achievement in relation to extraversion: A preliminary study. International Journal of Applied Linguistics, 8(1), 113–130. https://doi.org/10.1111/j.1473-4192.1998.tb00123.x

Kim, J. (2002). Anxiety and Foreign Language Listening.pdf. English Teaching, 57(2), 3–34.

Kleinmann, H.H. (1977). Avoidance Behavior in Adult Second Language Aquisition. Language Learning, 27(1), 93–107.

Komarraju, M., Karau, S.J., & Schmeck, R.R. (2009). Role of the Big Five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19(1), 47–52. https://doi.org/10.1016/j.lindif.2008.07.001

Komarraju, M., Karau, S.J., Schmeck, R.R., & Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472–477. https://doi.org/10.1016/j.paid.2011.04.019

Krashen, S. (1981). Second language aquisition and second language learning. Pergamon Press.

Li, C., & Xu, J. (2019). Trait emotional intelligence and classroom emotions: A positive psychology investigation and intervention among chinese EFL learners. Frontiers in Psychology, 10(OCT), 1–17.

MacIntyre, P.D. (2017). An Overview of Language Anxiety Research and Trends in its Development. In C. Gkonou, M. Daubney, & J.M. Dewaele (Eds.), New Insights into Language Anxiety:Theory, Reseach and Educational implications (pp. 11–30). Multilingual Matters.

MacIntyre, P.D., & Charos, C. (1996). Personality Attitudes and Affect as Predictors of Second Language Communication. Journal of Language and Social Psychology, 15(1), 3–26.

MacIntyre, P.D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38(2), 161–171.

MacIntyre, P.D., & Gardner, R.C. (1989). Anxiety and Second-Language Learning: Toward a Theoretical Clarification. Language Learning, 39(2), 251–275.

MacIntyre, P.D., & Gardner, R.C. (1991a). Language Anxiety: Its Relationships to Other Anxieties and to Processing in Native and Second Languages. Language Learning, 41(4), 513–534.

MacIntyre, P.D., & Gardner, R.C. (1991b). Investigating Language Class Anxiety Using the Focused Essay Technique. The Modern Language Journal, 75(3), 296–304. https://doi.org/10.2307/328723

MacIntyre, P.D., & Gardner, R.C. (1994). The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language. Language Learning, 44(2), 283–305.

Manga, D., Ramos, F., & Morán, C. (2004). The Spanish norms of the NEO five-factor inventory: New data and analyses for its improvement. Revista Internacional de Psicologia y Terapia Psicologica, 4(3), 639–648.

Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32, 21–36.

McCrae, R.R., & Costa Jr., P.T. (2008). The Five Factor Theory of personality. In O.P. John, R.W. Robins and L.A. Pervin (Eds.), Handbook of Personality: Theory and Research, (pp.159–181). Guilford.

McCrae, R.R., & John, O.P. (1992). An Introduction to the Five-Factor Model and Its Applications. Journal Of Personality, 60(2), 175–215.

Na, Z. (2007). A Study of High School Students’ English Learning Anxiety. Asian EFL Journal, 9(3), 22–34.

Park, G. (2012). Investigation into the Constructs of the FLCAS. English Teaching, 67(2), 207–220.

Pérez Paredes, P., & Martínez-Sánchez, F. (2001). A Spanish version of the foreign language classroom anxiety scale: revisiting Aida’s factor analysis. Revista Española de Lingüística Aplicada, 14, 337–352.

Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory and Practice in Language Studies, 4(5), 931–940. https://doi.org/10.4304/tpls.4.5.931-940

Sallinen-Kuparinen, A., McCroskey, J.C., & Richmond, V.P. (1991). Willingness to Communicate, Communication Apprehension, Introversion, and Self-Reported Communication Competence: Finnish and American Comparisons. Communication Research Reports, 8(1), 55–64. https://doi.org/10.1080/08824099109359876

Saranson, I.G. (1972). Experimental approaches to test anxiety: Attentiona dn the uses of information. Anxiety: Current Trends in Theory and Research, 2, 383–403.

Scovel, T. (1978). The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research. Language Learning, 28(1), 129–142.

Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11), 17–25.

Sparks, R.L., & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences? The Modern Language Journal, 75(1), 3–16.

Spence, J.T., & Spence, K.W. (1966). The motivational components of manifest anxiety: Drive and drive stimuli. In C.D. Spielberger (Ed.), Anxiety and behaviour (pp. 291–326). Academic Press.

Spielberger, C.D. (1980). Test Anxiety Inventory: Preliminary Professional Manual. Consulting Psychologists Press.

Spielberger, C.D., Gorsuch, R.L., & Lushere, R.E. (1970). Manual for the state-trait anxiety inventory. Consulting Psychologists Press.

Spielberger, C.D., & Vagg, P.R. (1995). Test Anxiety: A transactional process. In C. D. Spielberger & P.R. Vagg (Eds.), Test Anxiety: Theory, assessment, and treatment (pp. 3–14). Taylor & Francis.

Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement. Studies in Second Language Acquisition, 41(2), 363–387.

Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self-related cognitions in anxiety and motivation (pp. 35-54). Lawrence Erlbaum Associates.

Ushioda, E., & Dörnyei, Z. (2009). Motivation, Language Identities and the L2 Self: A Theoretical Overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (Vol. 13, Issue 5, pp. 1–8). Multiliguial Matters.

Verhoeven, L., & Vermeer, A. (2002). Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics, 23(3), 361–374. https://doi.org/10.1017/S014271640200303X

Villegas G., G., Domínguez L., S., Sotelo L., N., & Sotelo L., L. (2015). Propiedades psicométricas del Inventario de Autoevaluación de la Ansiedad ante Exámenes ( IDASE ) en universitarios de Lima Psychometric properties of the Anxiety Inventory Test ( AIT ) in university students of Lima. Psicología Educativa, 3(1), 15–21.

Wang, K.T., Permyakova, T.M., Sheveleva, M.S., & Camp, E.E. (2018). Perfectionism as a predictor of anxiety in Foreign language classrooms among Russian college students. Journal of Educational, Cultural and Psychological Studies, 18, 127–146.

Wine, J. (1971). Test anxiety and direction of attention. Psychological Bulletin, 76(2), 92–104.

World Medical Association (2013). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA 310, 2191–2194.

Young, D.J. (1991). Creating a Low-Anxiety Classroom Environment : What Does Language Anxiety Research Suggest? The Modern Language Journal, 75(4), 426–439.

Zeidner, M. (1998). Test Anxiety:. The state of the art. Plenum Press.

Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(13).