Achievement Emotions and Gender Differences Associated with Second Language Testing

Autor/inn/en	Reilly, Peter; Sánchez-Rosas, Javier
Titel	Achievement Emotions and Gender Differences Associated with Second Language Testing
Quelle	In: International Journal of Instruction, 14 (2021) 4, S.825-840 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Gender Differences; Second Language Learning; Second Language Instruction; Language Tests; Emotional Experience; Undergraduate Students; Test Anxiety; Psychological Patterns; Positive Attitudes; Student Attitudes; Achievement Tests; Foreign Countries; Measures (Individuals); Mexico + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Examination phobia; Testangst; Prüfungsangst; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Messdaten; Mexiko
Abstract	The results of second language (L2) tests influence important life events such as university graduation, access to scholarships, and employment opportunities. Curiously, few studies have examined L2 exam-related emotions beyond anxiety. Emotions are important because they influence mediators such as motivation, the use of executive functions, and higher-level learning strategies, which in turn, influence test performance. This study identified the positive and negative achievement emotions experienced by 277 L2 university learners in Mexico. Findings based on independent t-tests revealed that, contrary to previous research suggesting that test anxiety dominates the testing experience, learners experience positive emotions (e.g., hope) more frequently than negative ones (e.g., shame). Furthermore, upon comparing the global averages of four positive emotions and four negative emotions, a robust difference was found (d > 0.80) favouring the positive emotions. Comparisons between genders showed that exam-related emotions favour males. It was concluded that L2 researchers ought to broaden the research agenda regarding exam-related emotions beyond test anxiety. Further, educators ought to implement teaching strategies that promote a positive emotional experience surrounding L2 testing, thereby improving test performance. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01