The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling

Taherkhani, Reza; Moradi, Reza

doi:10.1111/flan.12610

Cited by 11 publications

(6 citation statements)

References 42 publications

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“…More directly, emotional intelligence facilitates optimizing thoughts, regulating behavior and lifestyle choices that are adjusted appropriately and can benefit academic achievement (Brackett et al, 2011). Emotional intelligence, one of which is the psycho-affective domain, in education, has a role with higher academic achievement (Taherkhani & Moradi, 2022).…”

Section: Discussionmentioning

confidence: 99%

How is the Emotional Intelligence and Personality of Students in Following the Learning Process?

Tambaip

Riyanto

Rediani

et al. 2022

JERE

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Success in the student learning process cannot be separated from emotional intelligence and personality, that's why a study that aims to analyze the emotional intelligence and personality of PGSD students is carried out. The type of research used is descriptive qualitative. The sample of this research is 100 students. The data collection method used is a questionnaire. The questionnaire used consists of 54 terminals that have been tested for validity. Data analysis in the study was carried out interactively with 3 techniques, namely data reduction, data presentation and drawing conclusions. The results showed that emotional intelligence was in the good category, this was indicated by the results of research students answered that the condition of emotional intelligence was good. However, there are two statements that need to be considered, namely the dimension of being able to control anger better. As for the personality of PGSD students, it shows that students are more likely to approach extrovent personalities, students prefer to interact with other people rather than be alone, but there are still some students who prefer to be silent rather than answer questions or prefer to convey. results. discuss compared to what he did. This condition is supported by the results of observations made in class. Where some students show that they lack confidence in expressing their opinions in practice or in conveying the results of discussions.

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Section: Discussionmentioning

confidence: 99%

How is the Emotional Intelligence and Personality of Students in Following the Learning Process?

Tambaip

Riyanto

Rediani

et al. 2022

JERE

View full text Add to dashboard Cite

show abstract

“…To determine causation, the researchers observed the differences in the variables that were hypothesized to cause the change in other variables and then measured the changes in the other variables [26,27] and similarly, the method measured and described the statistical associations of variables with different scale levels [28].…”

Section: Methodsmentioning

confidence: 99%

A Structural Relationship Model of Communicative Competence

Morales

Limpot

2023

AJESS

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Aim: To investigate the most appropriate model of students' competence to communicate using Structural Equation Modeling (SEM) as the basis for the instrument's design in analyzing the relationship of readiness to direct learning, strategy in language learning, learning environment, and communicative competence. Study Design: Quantitative Causal Analysis. Place and Duration of Study: Region XI, Philippines, during the second semester of 2022. Methodology: The stratified Random sampling technique was utilized using Raosoft Application to select the 1184 high school students. The instrument underwent pilot testing and obtained an average Cronbach alpha of .954. Consent forms were obtained from the respondents' parents. All respondents were oriented on the purpose of the study. Results: The findings showed that the level of readiness in direct learning, language learning strategies in the learning environment, and communicative ability were high. It was also found that there was a significant relationship between direct learning readiness, language learning strategies, and students' learning environment with communicative ability. Moreover, model 5 is the best fit. The findings support Reynolds and Walberg's Theory of Academic Achievement which states that the psychological characteristics and way of dealing with a student influence what he achieves when it comes to behavior, attitude, and cognitive matters, and Canale and Swain's Theory of Communicative Competence which states that communicative language in teaching requires an environment of trust and confidence where students interact without fear or threat of failure and the importance of the classroom environment in developing communicative competence. Conclusion: The results highlighted the influence of psychological characteristics on educational outcomes and underscored the importance of a trusting classroom environment for developing communicative abilities.

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“…In contrast, someone with low self-confidence may face the most significant and most dangerous obstacles to effective communication and learning foreign languages (Denies et al, 2015). Previous research explores the effect of self-confidence on individuals' preparedness to participate in class activities like speaking or communicative activities; low confidence will result in less participation and readiness to communicate (Clément, 1980;Taherkhani & Moradi, 2022). Thus, it can be seen that self-assured learners are not scared to take risks when speaking in a second language, even when making errors.…”

Section: Journal Of Advances In Humanities Researchmentioning

confidence: 99%

The Reliability and Validation of the English Language Self-Confidence Scale Among Pakistani Students

Aziz

Asih

2023

JADHUR

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The current study aimed to investigate how Pakistani students felt about their English language anxiety using the Clément and Baker self-confidence questionnaire. The researcher conducted a pre-test to check the validity and reliability of the English Self-confidence Questionnaires among Pakistani students. All of the participants in the sample, who were chosen at random and ranged in age from 18 to 29, were enrolled in public sector programs of study. The study's data was analyzed on (SPSS statistical software for social sciences version 23). In the data analysis stage, descriptive statistics are used first in data analysis techniques to analyze the means and percentages of the data. The pretest of the questionnaire, given to 50 participants, was followed by the study. Pre-testing involved recruiting college and undergraduate public students from the general population (n = 50). The survey was distributed to Pakistani students at several institutions online via Google-form. According to reliability and validity analysis, the total Cronbach's alpha was 0.949, which indicated high statistical reliability. According to the study's findings, item no. 6's validity score was low. On the other hand, the scale's other items have strong validity. The research concluded that the English self-confidence scale is a valid and reliable tool for use with Pakistani students experiencing language anxiety. Supposing the data analysis was cross-sectional, the observed results could only address the descriptive and discriminative power of English self-confidence scales for public school/college and undergraduate students. More research is needed since these findings are based on a cross-sectional study and convenience samples.

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The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling

Cited by 11 publications

References 42 publications

How is the Emotional Intelligence and Personality of Students in Following the Learning Process?

How is the Emotional Intelligence and Personality of Students in Following the Learning Process?

A Structural Relationship Model of Communicative Competence

The Reliability and Validation of the English Language Self-Confidence Scale Among Pakistani Students

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