Personal Need for Structure and Reading Comprehension in a Foreign Language

Munková, Daša; Страновска, Эва; Sarmány-Schuller, Ivan; Müglová, Daniela

doi:10.21909/sp.2014.03.660

Cited by 4 publications

(2 citation statements)

References 24 publications

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“…The impact of personal needs of the structure on the mathematic competence is an area of the research that is not very explored yet, but it may affect achievements of the student in mathematics. Similar studies in the field of psycholinguistics were taken by Munková et al ( 2014 ).…”

Section: Discussionsupporting

confidence: 67%

Screening the Personal Need for the Structure and solving word problems with fractions

Švecová

Pavlovičová

2016

SpringerPlus

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This paper presents the results of a pilot study of the impact of Personal Need for Structure of the selected mathematical competence. We were interested whether there is a relationship between cognitive-personal variable (Personal Need for Structure) and the mathematical knowledge about fractions of freshmen. We realized the experiment with 113 students of the Constantine the Philosopher University in Nitra, Slovakia. We examined statistically significant dependencies between the cognitive-personality variable of the Personal Need for Structure and its subfactors F1 (the wish of the structure) and F2 (the reaction to the lack of the structure) and the success rate of solving tasks and word problems with fractions. We used statistical Cochrane Q test to detect dependencies between factors of the Personal Need for Structure scale and the Mathematical knowledge. We proved that the success rate of solving word problems with fractions is inversely proportional to the need for the structure. This means that the higher the overall score on the Personal Need for Structure scale and its subfactors is, the lower is the success rate of solving the word problems.

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Section: Discussionsupporting

confidence: 67%

Screening the Personal Need for the Structure and solving word problems with fractions

Švecová

Pavlovičová

2016

SpringerPlus

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“…5, No. 4, December 2018doi:10.30845/jesp.v5n4p28 Švecová et al (2016, Munková et al (2014) devoted to PNS research in education. STAI The STAI, or State-Trait Anxiety Inventory (STAI) is an instrument that quantifies adult anxiety (a children's version is also available).…”

Section: Pns Scalementioning

confidence: 99%

Mathematics Anxiety and Other Psycho Didactic Aspects in University Students

Švecová¹

2018

JESP

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In Slovakia there is no research into mathematical anxiety and its impact on mathematics. Our goal was to create a tool for measuring mathematical anxiety that would be adapted to Slovak conditions. Our research studied the relationship between individual need for cognitive structure and three forms of anxiety (math, state, and trait). The sample comprised 184 students of two specializations from the Faculty of Education (63 students of primary education-UPV and 121 students of preschool and elementary education-PEP). We focused on the performance in the Fractions Test, PNS, STAI, and original version of the math anxiety scale (Sarmány-Schuller, & Švecová, 2017). We established the level of the mathematical performance in fractions (MPF) latent variable for every student. We calculated correlations between individual variables (MPF, DFS, RLS, M-Anxiety, S-Anxiety, and T-Anxiety) for each group of students. The results show significant differences in the mean values of latent variables between groups (PEP and UPV), UPV students achieved statistically more significant results in MPF. There were no statistically significant differences in other variables. It is noteworthy that UPV students showed lower need for structure and mathematical anxiety but showed higher degree of anxiety.

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Literature in Language Education: Exploring EFL Learners’ Literary Competence Profiles

Calafato,

Hunstadbråten

2024

English Teaching & Learning

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Literary competence is a critical component of foreign language education and has far-reaching implications for language learners’ linguistic and cultural development. This article reports on a study that examined how the receptiveness to literature, immersion, reading strategies, need for structure, and information processing of 72 English as a foreign language (EFL) learners in upper-secondary schools predicted their literary competence. The study adopted a mixed-methods approach, including a scored assessment of learners’ EFL literary competence via a cooperative argumentative dialogue (CAD) involving four short stories, post-CAD group interviews, reading logs, and an online questionnaire. The results revealed that participants had significantly higher levels of interpretative and empathic competence than aesthetic-stylistic and cultural-discursive competence. They also tended to favour problem-solving and global reading strategies, which negatively correlated with their literary competence. Meanwhile, their ability to process information analytically and systematically positively moderated the relationship between their receptiveness to literature and their literary competence.

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Personal Need for Structure and Reading Comprehension in a Foreign Language

Cited by 4 publications

References 24 publications

Screening the Personal Need for the Structure and solving word problems with fractions

Screening the Personal Need for the Structure and solving word problems with fractions

Mathematics Anxiety and Other Psycho Didactic Aspects in University Students

Literature in Language Education: Exploring EFL Learners’ Literary Competence Profiles

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