نقش واسطه ای اضطراب زبان در رابطه بین خلاقیت و هوش هیجانی با یادگیری زبان انگلیسی در دانش آموزان دوزبانه
محورهای موضوعی : تکتونواستراتیگرافیعلیرضا همایونی 1 , محمدحسین عبداللهی 2 , سهیلا هاشمی 3 , ولی ا... فرزاد 4 , فریبرز درتاج 5
1 - دکتری روان شناسی تربیتی، دانشگاه بین المللی امام رضا (ع)، مشهد، ایران.
2 - دانشیار گروه روانشناسی، دانشگاه خوارزمی، تهران، ایران.
3 - دانشیار گروه روانشناسی، دانشگاه مازندران، بابلسر، ایران
4 - دانشیار گروه روانشناسی، دانشگاه خوارزمی، تهران، ایران
5 - استاد گروه روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران
کلید واژه: هوش هیجانی, خلاقیت, اضطراب زبان, یادگیری زبان انگلیسی, دوزبانه,
چکیده مقاله :
هدف: یادگیری زبان انگلیسی بمنظور برقراری ارتباط ملت ها با یکدیگر و نیز مبادله های فرهنگی، اقتصادی، سیاسی در قرن حاضر بیش از پیش در کانون توجه قرار گرفته است. بنابراین، این پژوهش نقش واسطه ای اضطراب زبان در رابطه بین خلاقیت و هوش هیجانی با یادگیری زبان انگلیسی در دانش‌آموزان دوزبانه را مورد بررسی قرار داد.
مواد و روش‌ها: روش پژوهش از نوع همبستگی با استفاده از مدل‌سازی معادلات ساختاری بود. جامعه آماری تمامی دانش‌آموزان پسر دوزبانه ترکمن بودند که توجه به تعداد متغیرهای مشاهده شده و تخصیص ضریب 20 برای هر متغیر، 280 دانشآموز بهعنوان نمونه به روش نمونهگیری تصادفی خوشهای انتخاب شدند و به پرسش‌نامه های هوش هیجانی شاته و همکاران (1998)، خلاقیت عابدی (1372)، اضطراب زبان هورویتز و هورویتز (1985) پاسخ دادند. برای سنجش یادگیری زبان انگلیسی از نمره پایان ترم دانش‌آموزان استفاده شد. داده های بدست آمده با آزمون ضریب همبستگی پیرسون و مدل‌یابی معادلات ساختاری و با استفاده از نرم افزار های 24SPSS و23Amos مورد تجزیه و تحلیل قرار گرفت.
یافته ها: نتایج نشان داد که مدل پژوهش از برازندگی خوبی برخوردار هستند. خلاقیت و هوش هیجانی افزون بر اثرات مستقیم مثبت می‌توانند با واسطه گری اضطراب زبان به طور غیرمستقیم بر یادگیری زبان انگلیسی اثر بگذارند.
بحث و نتیجه گیری: با توجه به یافته های پژوهش می‌توان با تدوین برنامه هایی برای افزایش هوش هیجانی و خلاقیت اضطراب زبان را کاهش داده و به این ترتیب یادگیری زبان افزایش یابد.
Background & Aim: Learning English to communicate between nations and cultural, economic, and political exchanges has become more and more the focus of attention in this century. Therefore, the present study investigated the mediating role of language anxiety in the relationship between creativity and emotional intelligence in English language learning in bilingual students.
Methodology: The research method was correlation type using structural equation modeling. The statistical population of this research consisted of all bilingual Turkmen male students in the third year of the first secondary school. To determine the sample size according to the number of observed variables and assigning a coefficient of 20 for each variable, 280 students were selected as the sample size by random cluster sampling method, and the Shutte et al. Emotional intelligence questionnaires (1998), Abedi creativity test (1993), Horowitz & Horowitz Language anxiety (1985) answered. Also, students' end of semester grades was used to measure English language learning. The obtained data were analyzed by Pearson's correlation coefficient test and structural equation modeling using SPSS 24 and Amos 23 software.
Results: The findings showed that the research model has a good fit. In addition to direct effects, creativity and emotional intelligence can indirectly affect English language learning through the mediation of language anxiety.
Conclusion: According to the findings of the research, it is possible to reduce language anxiety by developing programs to increase emotional intelligence and creativity, and in this way, language learning can be increased.
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