Volume 6, Issue 4 (2015)                   LRR 2015, 6(4): 183-200 | Back to browse issues page

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Farsian M R, Rezaei N, Panahandeh S. Correlation between Achievement Motivation, Emotional Intelligence and the Foreign Language Classroom Anxiety in French Students of Ferdowsi University of Mashhad. LRR. 2015; 6 (4) :183-200
URL: http://lrr.modares.ac.ir/article-14-12088-en.html
1- Assistant Professor of French Language and Literature, Ferdowsi University of Mashhad, Mashhad, Iran
2- Ph.D. student in General and Comparative Literature, Sorbonne University, Paris, France
3- Ph.D. student of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Abstract:   (6199 Views)
Anxiety in foreign language class is one of the variables which has main effect in language learning. Therefore researchers in language teaching are always interested in this factor. This study investigates the  relation  between achievement motivation, emotional  intelligence and foreign  language classroom  anxiety, in French  students  of  Ferdowsi  University of Mashhad  and relation of age and gender with these variables. For this purpose, Baron Emotional intelligence questionnaire, Hermans achievement motivation test, foreign language classroom anxiety test and Spielberger's State-Trait Anxiety scale were presented to 87 French students. To analyze research data, T test and Pearson correlation test were used. The results indicate that there is a negative significant correlation between foreign language classroom anxiety and achievement motivation (p= -0/001) in parallel with foreign language classroom anxiety and emotional intelligence (p= -0/007). As a result, it can be claimed that higher emotional intelligence and achievement motivation follow language classroom anxiety decrease.
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Article Type: Research Paper | Subject: Education|Psychology of language
Published: 2015/09/23

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