Dataset on the effects of self-confidence, motivation and anxiety on Indonesian students’ willingness to communicate in face-to-face and digital settings

Mulyono, Herri; Saskia, Regitha

doi:10.1016/j.dib.2020.105774

Cited by 14 publications

(12 citation statements)

References 2 publications

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“…Findings of the current also suggest that three items in grit subscale were of the most difficult items to agree. These findings corresponded our early analysis (see Mulyono & Saskia, 2020), showing that the variable "motivation" was marginally reliable, and the variable "grit" subscale had unacceptably low reliability.…”

Section: Discussionsupporting

confidence: 87%

Psychometric assessment of an instrument evaluating the effects of affective variables on students’ WTC in face-to-face and digital environment

et al. 2020

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The current study was aimed to translate and examine the psychometric characteristics of the Indonesian version of Lee and Hsieh's (2019) questionnaire measuring the effects of four affective variables (i.e. self-confidence, L2 anxiety, grit, and motivation) on students' willingness to communicate in face-to-face (F2F) in both inside and outside classrooms, and in a digital environment. Data were collected from 458 students-269 university students, 102 upper secondary school students, and 87 lower secondary school students. Several statistical analyses (i.e. unidimensionality assessment, reliability analysis, misfit analysis, and differential item functioninganalysis) was performed using Rasch analysis. Findings of the study revealed that seven of eight constructs in the Indonesian version of Lee and Hsieh's (2019) questionnaire is valid with Indonesian samples, and they preserve the psychometric characteristics of the original scale. Recommendations are offered in reference to the findings.

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Section: Discussionsupporting

confidence: 87%

Psychometric assessment of an instrument evaluating the effects of affective variables on students’ WTC in face-to-face and digital environment

et al. 2020

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“…The answers for the scale was designed with five choices, i.e. 1 (Strongly Disagree), 2 (Disagree), 3 (Uncertain), 4 (Agree), and 5 (Strongly Agree) (Mulyono and Saskia, 2020). The question system was assessed using the SWOT analysis, i.e.…”

Section: Methodsmentioning

confidence: 99%

Evaluation and Challenges of Research Groups in Higher Education: A Study in Faculty of Mathematics and Natural Sciences, Sebelas Maret University

2021

JHETP

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This article presents evaluations and challenges in managing Research Groups in Higher Education:Studies at the Mathematics and Natural Sciences Faculty, Sebelas Maret University (FMIPA UNS). Data were collected by an online survey conducted on FMIPA UNS lecturers included in the research group by filling a survey. The survey questions include 44 items classified into four groups, i.e. strength, weakness, opportunity, and threat. The questions were measured using the 5-point Likert scale. The obtained survey data were assessed using the Strengths, Weakness, Oppotunities and Threats (SWOT) analysis. SWOT analysis was conducted by determining the position of the quadrants. Analysis result was in the second quadrant, which showed that the research group required a diversification strategy to grow. These data could provide information on the management needed. There should be a policy on the performance improvement of the research group, and the obtained data could aid in making a decision and changing management to be used for further investigations.

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“…( Khajavy et al, 2019 ; Alrabai, 2022 ; Kruk, 2022 ). Mulyono and Saskia (2020) , in their study, investigated the role of self-confidence, motivation, and anxiety in promoting students’ willingness to communicate in traditional and digital settings. They found motivation as an affective variable that influences learners’ willingness to communicate in both digital and traditional environments.…”

Section: Literature Reviewmentioning

confidence: 99%

The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media

Fan

2022

Front. Psychol.

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Promoting English as a Foreign Language (EEL) learners’ willingness to communicate and self-efficacy in different contexts has drawn the attention of many investigators. This review explored the effect of digital-based flipped learning classrooms on enhancing learners’ willingness to communicate and self-efficacy. The related literature indicated that learners’ intention to communicate is affected by social media and digitalized materials used in flipped classrooms. Compared to the traditional educational contexts, this review showed higher levels of self-efficacy in flipped classrooms among EFL learners. Furthermore, the review expounded on the implications and future directions for EFL teachers, teacher educators, educational policy-makers, and advisors. The ideas can improve their awareness of learner self-efficacy, willingness to communicate, and the use of flipped learning approach in educational contexts.

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Dataset on the effects of self-confidence, motivation and anxiety on Indonesian students’ willingness to communicate in face-to-face and digital settings

Cited by 14 publications

References 2 publications

Psychometric assessment of an instrument evaluating the effects of affective variables on students’ WTC in face-to-face and digital environment

Psychometric assessment of an instrument evaluating the effects of affective variables on students’ WTC in face-to-face and digital environment

Evaluation and Challenges of Research Groups in Higher Education: A Study in Faculty of Mathematics and Natural Sciences, Sebelas Maret University

The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media

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