The mediating effect of classroom learning environment on the relationship between Filipino language anxiety and coping strategies

2021 ◽  
Author(s):  
ARNEL II BERNAL
Keyword(s):  
Learning Environment ◽  
Coping Strategies ◽  
Mediating Effect ◽  
Language Anxiety ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
And Coping ◽  
The Relationship

scholarly journals The Mediating Effect of Classroom Learning Environment on the Relationship Between Filipino Language Anxiety and Coping Strategies

2021 ◽  
Vol 3 (4) ◽  
pp. 60-72
Author(s):  
ARNEL II BERNAL
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Coping Strategies ◽  
Mediation Analysis ◽  
Positive Relationship ◽  
Language Anxiety ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
And Coping ◽  
The Relationship

This study aims to identify the effect of the classroom-learning environment as a mediator on the relationship between Filipino language anxiety and the coping strategies of college students. This research was undergone by quantitative research design using descriptive and correlation method via mediation analysis. This study uses stratified random sampling; the data was gathered using survey questionnaires involving 300 respondents from first-year colleges to fourth-year college) students. In response to the hypothesis of this study, correlation analysis was used together with the Pearson r and Mediation Analysis using Sobel z Test. The result has shown that Filipino language anxiety and coping strategies have a strong and positive relationship. A strong and positive relationship was also found between Filipino language anxiety and classroom learning environment and the relationship between classroom learning environment and coping strategies. Furthermore, using the Sobel z test, the research found that the effect of the classroom-learning environment partially mediated the relationship between Filipino language anxiety and coping strategies.    

scholarly journals Feedback Seeking Behaviour, Classroom Learning Environment and Mathematics Anxiety of Polytechnics Students in Malaysia

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ying-Leh Ling
Keyword(s):  
Learning Environment ◽  
Mathematics Anxiety ◽  
Mediating Effect ◽  
Classroom Learning Environment ◽  
Feedback Seeking ◽  
Classroom Learning ◽  
Learning Mathematics ◽  
Evaluation Anxiety ◽  
And Mathematics ◽  
The Relationship

The aim of this study was to investigate mediating effect of feedback seeking behaviour on the relationship between classroom learning environment and mathematics anxiety. The study sample consisted of 158 students from a selected polytechnic in Malaysia. Questionnaires were used in this study. The results showed that all the variables studied in this study had a mean score values between 4.50 to 5.60 Moreover, the findings also showed that classroom learning environment and feedback seeking behaviour has an influence towards mathematics anxiety. Specifically, based on the result of the data analysis, it can be concluded that feedback seeking behaviour acts as a full mediator towards the relationship between classroom learning environment (lecturer support and involvement) and mathematics anxiety (learning mathematics anxiety and mathematics evaluation anxiety). Findings suggest that the lecturer support and participation on an ongoing basis is very important in overcoming mathematics anxiety.

scholarly journals Teachers’ Emotional Social Intelligence and its Relationship with Students’ Cohesiveness in Classroom Learning Environment

2018 ◽  
Vol III (I) ◽  
pp. 160-175
Author(s):  
Fazle Khaliq ◽  
Amir Zaman ◽  
Abdul Ghafar
Keyword(s):  
Learning Environment ◽  
Social Intelligence ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Social Emotional ◽  
University Teachers ◽  
Teachers And Students ◽  
Learning Environment Research ◽  
Relationship Of ◽  
The Relationship

The purpose of the study is to investigate teachers’ emotional social intelligence and its relationship with students’ cohesiveness in classroom. The main objectives of the study were to; find students’ perception of emotional social intelligence level of university teachers, find students’ cohesiveness in classroom, and measure the relationship of teachers’ emotional social intelligence with the students’ cohesiveness in classroom learning environment. Research questions were formulated. Population of the study was teachers and students (8775) of all universities (29) of Khyber Pakhtunkhwa. The sample of the study was taken from nine (9) universities’ teachers and students (900) through simple random and purposive sampling techniques. Questionnaires and interview were used as research instruments to collect data from the concerned participants and informants. Descriptive and inferential statistics were employed for the analysis of the data. It was found that there is a significant correlation between social emotional intelligence of teachers and students’ cohesiveness in classroom learning environment. It is recommended that research studies should be conducted at different level with different variables relating to emotional social intelligence.

scholarly journals Perceptions of the Learning Environment on the Relationship Between Stress and Burnout for Residents in an ACGME-I Accredited National Psychiatry Residency Program

2019 ◽  
Vol 11 (4s) ◽  
pp. 85-90 ◽  
Author(s):  
Min Yi Sum ◽  
Qian Hui Chew ◽  
Kang Sim
Keyword(s):  
Learning Environment ◽  
Coping Strategies ◽  
Psychiatry Residency ◽  
Psychiatry Residents ◽  
Contributing Factors ◽  
Residency Programs ◽  
Resident Perceptions ◽  
Related Stress ◽  
And Coping ◽  
The Relationship

ABSTRACT Background High rates of burnout have been reported in physicians in training, with contributing factors including stress, lack of coping skills, and attributes of the learning environment. The interrelationships among these factors and how they affect versus mitigate burnout in an international cohort of residents have not been studied. Objective We examined the interrelationships between stress, perceptions of the learning environment, and coping strategies used in a cohort of psychiatry residents in Singapore, using burnout as the dependent variable. We hypothesized that perceptions of the learning environment and coping strategies influence the relationship between residency-related stress and burnout in psychiatry residents. Methods From June 2016 to September 2017, 67 of 75 (89%) psychiatry residents from a single program in Singapore were assessed on their levels of stress and burnout, perceptions of their learning environment (including role autonomy, teaching, and social support), and the coping mechanisms they used. Results Psychiatry residents in this Singaporean program perceived their overall learning environment to be positive. Perceptions of the learning environment, not coping strategies, significantly mediated the relationship between stress and burnout. Conclusions Findings from this study suggest that perceptions of the learning environment mediate the relationship between stress and burnout. Approaches to evaluate and improve resident perceptions of aspects of their learning environment may be an effective strategy to manage burnout in psychiatry residency programs.

Contributing Factors, Attribution, and Coping in Academic Boredom: An Exploratory Case Study of Graduate Students in Education

2021 ◽  
pp. 104515952098730
Author(s):  
Jianling Xie ◽  
Jianzhong Xu ◽  
Tianlan Wei ◽  
Katarzyna Gallo ◽  
Mary Everett Giles ◽  
...  
Keyword(s):  
Graduate Students ◽  
Coping Strategies ◽  
Attributional Style ◽  
Mediating Effect ◽  
Contributing Factors ◽  
Theoretical Frameworks ◽  
Education Experience ◽  
And Coping ◽  
The Relationship

This exploratory qualitative case study investigates how graduate students in education experience, attribute, and combat academic boredom. Three areas of concern are addressed: (a) the contributing factors to boredom, (b) how attributional style (internal vs. external) relates to coping with boredom, and (c) the differences between combating class-related boredom and learning-related boredom. Results showed that the onset of boredom was mostly influenced by a lack of interest, lack of utility value, and autonomy frustration. This study extended the existing literature by discovering an interaction between students’ attributional style and their coping strategies for boredom during classroom instruction. Specifically, students who argued that the instructor should hold more responsibility for boredom in class tended to take avoidance coping as their primary strategy (e.g., doodling). By comparison, students who opted to approach the problem positively (e.g., taking notes) are prone to attribute internally. Attribution does not appear to have a mediating effect on the relationship between experience of boredom and coping strategies for learning-related boredom. Implications for graduate and adult education and findings in the context of recent theoretical frameworks are discussed.

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