University Students’ Emotion State and Academic Performance: New Insights of Managing Complex Cognitive

Febrilia, Ika; Warokka, Ari; Abdullah, Haim Hilman

doi:10.5171/2011.879553

Cited by 17 publications

(13 citation statements)

References 35 publications

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“…Thus, teachers, who are supposed to be stand-in parents, do not perform their duties well. This lack of attention towards all students could negatively affect them psychologically, resulting in poor academic work (Febrilla, Warokka, & Abdullah, 2011). Students are not also encouraged to feel good about themselves in order to work harder.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

Torto¹

2020

JSS

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Current studies on student engagement and achievement posited that there are three dimensions of student engagement and there is a correlation between the three dimensions of student engagement and achievement. Several researches conducted in Ghana have looked at aspects of student engagement. However, the issue of poor academic performance continues to be a huge challenge. It is imperative therefore to conduct a study to find out the type of student engagement that exists in the public basic schools, in order to find out the underlying factor that impedes good performance in these schools as a way of finding solution to the challenge of poor performance. The study employed a quantitative approach of inquiry, using 61 English language teachers in the Cape Coast metropolis in Ghana. The data was collected by a five-point Likert Scale questionnaire which was analysed using descriptive statistics (Means and Standard Deviation). The study found out that, though there are traits of the three dimensions of student engagement, the dominant dimension was the Emotional. Thus, in Cape Coast, the three dimensions are not at play in the English classrooms so achievement could not happen.

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Section: Discussionmentioning

confidence: 99%

Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

Torto¹

2020

JSS

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“…A learner is not a well-oiled machine, yet he is an emotional entity able to experience positive and negative emotions in language classes which have an impact on their achievement and the ultimate outcome (Ismail, 2015). Positive emotions like enjoyment and hope can enhance students' performances in processing information (Febrilia, Warokka & Abdullah, 2011), rise motivation and interest (Pekrun, Frenzel, Goetz, & Perry, 2007). Positive emotions also facilitate decision-making and creative problem solving.…”

Section: Emotionmentioning

confidence: 99%

The Influence of Applying Emotion Based Language Instruction in Teaching Oral Skills to EFL Learners

Heydarnejad¹,

Ebrahimi²,

Adel³

2019

INT J INSTRUCTION

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Learning could not be thought of as unrelated to cognitive processes and cognitive processes are not unrelated to affective ones; thus, the current study tried to empirically examine the influence of Emotion Based Language Instruction (EBLI) in fostering teaching oral skills to EFL learners. An IELTS test was utilized to measure the progress of both control and experimental groups at the beginning of the research and also at the end. The content of the material chosen to be taught for experimental group was selectively written based on the Metric of Emotioncy designed by Pishghadam (2016). The differences in scores of pre and posttest of IELTS were statistically calculated to observe the effect of EBLI. The results revealed a significant change in speaking skill in experimental group and a change in listening skill, though it was not statistically significant. The results of the current investigation can increase the knowledge on applying EBLI in teaching foreign/second languages.

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“…A number of college students commonly have problems in their academic undertakings (Aspiras and Aspiras, 2014;Febrilia, Warokka, & Abdullah, 2011). In the context of Philippines HEIs situated in remote areas of a province, it is not uncommon to see college students who do not take their studies seriously, have poor class attendance, submit poor quality requirements, refuse to participate in class activities, and get low exam scores although teachers believe they can perform better.…”

Section: Introductionmentioning

confidence: 99%

College students’ problems and their link to academic performance: Basis for needs-driven student programs

Dagdag

Cuizon

Bete

2019

JRPPTTE

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Students are facing various challenges in life that may have adverse effects to their academic performance yet some school programs are not student needs-driven. This descriptive research study discusses the problems experienced by the 350 students of a higher education institution in the Philippines with the hope to craft activities that are responsive to their needs and academic achievement. The data were collected through questionnaire and registration methods. Descriptive analysis shows that around 9 percent to 23 percent of the students experience problems in academic, social, family, emotional, personal, financial and spiritual aspects whose degree ranges from moderate extent to very great extent. The problems reflect teachers' lapses in classroom management and pedagogy, and lack of activities that support students' holistic development and effective learning habits. Linear regression analysis confirms that their problems explain significantly a variance that ranges from 19 percent to 36 percent in their academic performance. Hence, this research offers implications that can help address the adversaries of high academic achievement. enhance and develop the students holistically. However, the recipients of some of these programs like the sociocultural, publications, and sports, are selected mostly among privileged students who can meet a certain criteria and/or quota. Thereby, not all the students are able to join the programs. Most especially, some of the offered programs may not directly address the needs and problems of certain students, and hence, may not effectively facilitate them for a better academic performance as they are crafted without any student needs research analysis. To address the students' issues, programs must be formulated based on the current needs of the students which are reflected by their common problems. The campus OSAS should deliver these kinds of programs to address the students' needs that contend their academic breakthroughs.The current study conducted a needs-assessment among the students to identify the challenges (problems) they are faced with, and to facilitate the formulation of future student service goals or programs. The study gauges the impact of their problems on their academic performance to offer a needs-driven student programs. This study is premised on the fact that students' academic performance may not only be predicted by their cognitive ability (Petrides, Chamorro-Premuzic, Frederickson and Furnham, 2005) but also their problems in various aspects including academics The said problems are herein operationally defined. Academic problems are the concerns of the students on their interest and motivation to study, learning skills and environment, as well as, their teachers' teaching strategies and teacher-student interactions. Family problems refer to contemporary conflicts, disruptions and/or crises within the family of the students, and between the student and family members. Financial problems refer to students' socio-economic status that reflects incapabilit...

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University Students’ Emotion State and Academic Performance: New Insights of Managing Complex Cognitive

Cited by 17 publications

References 35 publications

Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

The Influence of Applying Emotion Based Language Instruction in Teaching Oral Skills to EFL Learners

College students’ problems and their link to academic performance: Basis for needs-driven student programs

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