The effect of cognitive style and manifest anxiety on intellectual and vocational interest in adolescents

Grimm, Veronika; Nachmias, Chava

doi:10.1016/0001-8791(77)90051-3

Cited by 8 publications

(3 citation statements)

References 12 publications

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“…2009) on general anxiety among gifted learners, whereas nearly there are no research studying the relationship between foreign language anxiety and giftedness, except for the study called Language Anxiety among Gifted Learners in Malaysia (Kamarulzaman, et al,2013), which concludes that gifted learners have certain level of language anxiety in English language setting; that language anxiety negatively correlates with gifted learners' English language performance. Some researches demonstrate with their studies that the ones having low anxiety level have higher verbal creative thinking scores (Fleischer & Cohen, 1965;Grimm & Nachmias, 1977;White, 1968). Nevertheless, some other researchers do not back up these studies (Feldhusen, Denny, & Condon, 1965;Strauss,et al, 1981).…”

Section: Foreign Language Anxiety and Gifted Studentsmentioning

confidence: 91%

Foreign language anxiety of gifted students in Turkey

Kasap

2021

pegegog

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Anxiety related to foreign language has been widely held in recent years and associated studies have found a negative correlation between language anxiety and the academic performance of English-speaking students. Whenever foreign language learners express themselves in a second language, there is an anxiety about the image that is communicated through linguistic difficulties.There is a fear that his personal image will be distorted because of grammatical errors and rarefied vocabulary. This study aims to research foreign language anxiety among gifted students who are attending science, math and art classes in Science and Art Centers (BİLSEM). For this purpose, 146 (81 males and 65 female) gifted and talented students aged 12-17 were selected. This study used a mixed (quantitative method and qualitative) thereby applying a Foreign Language Anxiety Scale (for English language) to participants and using semi-structured interview questions with 10 gifted students (5 sciences, 2 arts and 3 from music class). The quantitative data results were compared via SPSS and the qualitative data were examined through descriptive analysis. The study revealed that participants attending art and music classes have far lower foreign language anxiety levels than those attending science classes. This difference between group was statistically meaningful according to SPSS analysis. The qualitative study also supported the results by quantitative studies.

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Section: Foreign Language Anxiety and Gifted Studentsmentioning

confidence: 91%

Foreign language anxiety of gifted students in Turkey

Kasap

2021

pegegog

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“…Even though it is clear anxiety may affect cognitive performance, considerably less is known about the effect of anxiety on creative thinking in general or the moderating effect anxiety may have on attempts to improve creative thinking. Past researches seem to support the idea that those who score low on anxiety have higher verbal creative thinking scores (Fleischer & Cohen, 1965;Grimm & Nachmias, 1977;White, 1968). However, not all of the data support this idea (Feldhusen, Denny, & Condon, 1965;Strauss, Hadar, Shavit, & Itskowitz, 1981).…”

Section: Anxiety and Gifted Learnersmentioning

confidence: 94%

Language Anxiety among Gifted Learners in Malaysia

Kamarulzaman¹,

Ibrahim²,

Yunus³

et al. 2013

ELT

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Language anxiety has significantly sparked great concern in the second and foreign language learning world. Researches have found negative correlation between language anxiety and academic achievement of English language learners; and, most of the studies focus on average school students and tertiary level students. This paper, however, explores gifted learners' English language anxiety in ESL setting, by surveying 119 gifted learners of PERMATApintar National Gifted Center (PpNGC), Universiti Kebangsaan Malaysia, Malaysia. The result shows that gifted learners have certain level of language anxiety in English language setting; that language anxiety negatively correlates withgifted learnes' English language performance; and that female gifted learners indicate higher language anxiety than males. Finally, this paper provides some insights towards minimizing gifted learners' language anxiety in English language environment.

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“…A large segment of career research has addressed core self-evaluations (Ballout, 2009;Fort, Jacquet, & Leroy, 2011), cognitive styles and abilities (Grimm & Nachmias, 1977;Volodina, Nagy, & Koller, 2015), and, above all, personality traits (Judge & Kammeyer-Mueller, 2007;Seibert, Crant, & Kraimer, 1999;Zacher, 2014). Although learning style is also an important differentiating variable (DuBrin, 2007), a very limited number of studies of learning style have been conducted related to career decision (Austin, 2004) and career planning (Moore, 1980).…”

Section: Career Development and Learning Stylementioning

confidence: 99%

Learning Style Differences between Undergraduates, MBAs, Nonmanagement Workers, and Managers in Japan

Yamazaki¹,

Umemura²

2017

JBAR

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Using Kolb's experiential learning theory, this study aimed to explore how learning style differed among four cohorts: undergraduate management majors, master's of business administration (MBA) students, nonmanagement workers, and managers. The research context was Japan, with 1080 participants from two universities, one business school, and two different firms focused on sales and production. To compare the four cohors, this study applied a cross-sectional study. Results indicated that managers showed the strongest preference for active over reflective learning, followed by MBA students, nonmanagement workers, and undergraduates. Managers' active learning orientation did not statistically differ from that of MBA students, but did statistically differ from the groups of nonmanagement employees and undergraduates. With regard to the learning dimension of thinking versus feeling, MBA students were the most abstract learners, while the other three groups exhibited concrete learning orientations. The present research was the first to empirically compare groups according to career transitions from undergraduates towards management positions. This study provides insight on how individuals differ in learning styles as their careers develop.

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The effect of cognitive style and manifest anxiety on intellectual and vocational interest in adolescents

Cited by 8 publications

References 12 publications

Foreign language anxiety of gifted students in Turkey

Foreign language anxiety of gifted students in Turkey

Language Anxiety among Gifted Learners in Malaysia

Learning Style Differences between Undergraduates, MBAs, Nonmanagement Workers, and Managers in Japan

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