TY - JOUR
T1 - The role of positive and negative psychological factors in predicting effort and anxiety toward languages other than English
AU - McEown, Kristopher
AU - Sugita-McEown, Maya
N1 - Funding Information:
for this study was provided by a Waseda University Grant for Special Research Projects (2019C-238) to Kristopher McEown and a Japan Society for the Promotion of Science KAKEN grant (16K21430) to Maya Sugita-McEown.
Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - The role of positive and negative psychological factors in predicting effort and foreign language anxiety for languages other than English (LOTE) is not well understood. Therefore, two hundred twenty-one students attending a private university in Tokyo, Japan participated in a research study. Participants were studying one of four LOTEs, specifically Chinese (n = 41), Spanish (n = 76), French (n = 62) or German (n = 42). Students spent, on average, more than two years studying each respective LOTE. Questionnaire surveys were used to assess the following constructs: integrative orientation, intrinsic motivation, introjected regulation, teacher and parental support, intended effort for learning the LOTE and LOTE anxiety. Descriptive statistics and regression analyses were conducted to assess the data. Complex and diverse interrelationships among teacher and parental supports, positive and negative orientations, and outcome variables (intended effort and anxiety) were observed in each LOTE.
AB - The role of positive and negative psychological factors in predicting effort and foreign language anxiety for languages other than English (LOTE) is not well understood. Therefore, two hundred twenty-one students attending a private university in Tokyo, Japan participated in a research study. Participants were studying one of four LOTEs, specifically Chinese (n = 41), Spanish (n = 76), French (n = 62) or German (n = 42). Students spent, on average, more than two years studying each respective LOTE. Questionnaire surveys were used to assess the following constructs: integrative orientation, intrinsic motivation, introjected regulation, teacher and parental support, intended effort for learning the LOTE and LOTE anxiety. Descriptive statistics and regression analyses were conducted to assess the data. Complex and diverse interrelationships among teacher and parental supports, positive and negative orientations, and outcome variables (intended effort and anxiety) were observed in each LOTE.
KW - Integrative orientation
KW - intended effort
KW - intrinsic motivation
KW - positive psychology
KW - teacher support
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U2 - 10.1080/01434632.2020.1767634
DO - 10.1080/01434632.2020.1767634
M3 - Article
AN - SCOPUS:85087042279
SN - 0143-4632
VL - 43
SP - 746
EP - 758
JO - Journal of Multilingual and Multicultural Development
JF - Journal of Multilingual and Multicultural Development
IS - 8
ER -