Determining the Relationships Between Epistemological Beliefs and English Language Anxiety Mediated by Emotional Creativity in Bilingual Female Turkmen Students

Homayouni , Alireza

Volume 14 - Articles-1403 MEJDS (2024) 14: 114 | Back to browse issues page

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Homayouni A. Determining the Relationships Between Epistemological Beliefs and English Language Anxiety Mediated by Emotional Creativity in Bilingual Female Turkmen Students. MEJDS 2024; 14 :114-114
URL: http://jdisabilstud.org/article-1-2738-en.html

Determining the Relationships Between Epistemological Beliefs and English Language Anxiety Mediated by Emotional Creativity in Bilingual Female Turkmen Students

Alireza Homayouni ^*

Assistant Professor, Department of Psychology, Bandar Gaz Branch, Islamic Azad University, Bandar Gaz, Iran

Abstract: (1637 Views)

Abstract
Background & Objectives: Teaching and learning a foreign language, especially English, one of the world's most pervasive languages, has attracted much attention. However, many language learners have difficulty learning the language despite succeeding in various courses. Language anxiety is one of the most important variables in the language learning process and encompasses a complex concept of feelings, emotions, beliefs, and behaviors related to language learning. Students' performance and learning anxiety experienced in a particular subject, such as English, can be influenced by various cognitive and emotional factors, and recognizing the factors affecting language learning anxiety can be effective in reducing disability against this anxiety and help increase academic performance. Therefore, this study aims to determine the relationship between epistemological beliefs and English language anxiety mediated by emotional creativity in bilingual female Turkman students.
Methods: The research method was correlational using structural equation modeling. The statistical population consisted of all bilingual female Turkmen students in the tenth–grade secondary high schools in 2021. In this study, to determine the sample size according to the number of observed variables and a coefficient of 25 for each variable, including incomplete questionnaires, 225 students were selected as the sample size. The inclusion criteria were as follows: bilingual Turkmen students studying in the tenth grade, the secondary high school. The exclusion criterion was the incomplete completion of the questionnaires. Participants responded to the English Language Anxiety Inventory (Horwitz et al., 1986), the short form of the Epistemological Beliefs Inventory (Schommer, 1990), and the Emotional Creativity Scale (Averill, 1999). The obtained data were analyzed in the descriptive statistics section (mean and standard deviation), and the inferential statistics were analyzed using the Pearson correlation coefficient, maximum likelihood method, and Bootstrap method in SPSS 24 and 23 AMOS software.
Results: The results of the Pearson correlation coefficient showed a significant relationship between the variables of epistemological beliefs and emotional creativity with English language anxiety (p<0.01). Specifically, there was a significant and inverse relationship between subscales of emotional creativity and English language anxiety and a direct and significant relationship between the subscales of epistemological beliefs and English language anxiety in the subjects (p<0.01). The results also showed that epistemological beliefs had a direct effect on English language anxiety (β =0.350, p <0.001) and emotional creativity had an adverse effect on English anxiety (β=–0.169, p=0.006). Also, in the structural relationships, in addition to direct effects, epistemological beliefs could indirectly affect English language anxiety through emotional creativity (B=–0.224, p<0.001). The values of fit indices showed that the research model was suitable (χ²/df=2.647, CFI=0.993, GFI=0.998, NFI=0.995, RMSEA=0.039).
Conclusion: Based on the findings of this study, there are direct and indirect causal relationships between the variables of epistemological beliefs and emotional creativity with English language anxiety. The mediating role of emotional creativity in the Relationship between epistemological beliefs and English language anxiety is not rejected.

Keywords: Epistemological beliefs, English language anxiety, Emotional creativity, Turkmen bilingual, Student

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Type of Study: Original Research Article | Subject: Psychology

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