Gender Differences in Strategies for Coping with Foreign Language Learning Anxiety
Bibliographic Data
| ID | 13917482 |
|---|---|
| Authors | Po‐Chi Kao (0000-0002-6276-5194, Chang Gung University, corresponding author), Po-Chi Kao, Kate Tzu-Ching Chen (0000-0002-6307-8476, Chaoyang University of Technology), Philip Craigie (0009-0002-0684-1647, Chaoyang University of Technology) |
| Year | 2017 |
| Volume | 45 |
| Issue | 2 |
| Pages | 205-210 |
| Publication date | 2017-03-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Behavior and Personality An International Journal (JOURNAL) |
| Journal identifiers | ISSN: 0301-2212 • E-ISSN: 1179-6391 |
| Publisher | Scientific Journal Publishers Limited (PUBLISHER) |
| DOI | 10.2224/sbp.5771 |
| OpenAlex | W2595431403 |
| Language | EN |
| Citations received | 6 |
| References cited | 9 |
We investigated gender and differences in level of anxiety in regard to use of coping strategies for foreign language learning anxiety (FLLA). Participants were 122 Taiwanese university students enrolled in English as a foreign language courses. Results of multivariate analysis of variance showed that the female students scored significantly higher than did the male students in two coping strategies: peer seeking and positive thinking. In contrast, the male students were more inclined to use relaxation as a way of coping. There was no difference between the groups with different levels of anxiety in their choice of coping strategies and no interaction effect between gender and anxiety level in the coping strategies used. Results thus showed that gender played a significant role in university students' choice of strategies to cope with FLLA
Anxiety · Coping (psychology · Developmental psychology · English as a foreign language · Foreign language · Foreign language anxiety · Mathematics education · Multivariate analysis of variance · Significant difference · Clinical Psychology · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Parental Involvement in Education · Psychology · Social Psychology
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| Citations per year | 1.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |