Second language pupils’ anxiety and motivation: a meta-analysis
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-023-05066-2.pdf
Reference129 articles.
1. *Ahmetović, E., Bećirović, S., & Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education, 9(2), 271-289 https://doi.org/10.13187/ejced.2020.2.271
2. *Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education, 6, 618-655.https://doi.org/10.3389/feduc.2021.618655
3. *Alamer, A., & Lee, J. (2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 1–22 https://doi.org/10.1177/13621688211033694
4. *Alkhateeb, H. M. (2014). Reading anxiety, classroom anxiety, language motivation, reader self-perception, and Arabic achievement of Arab-American students learning Arabic as a second language. Psychological Reports, 115(3), 918-931.https://doi.org/10.2466/11.PR0.115c27z6
5. *Alrabai, F., & Moskovsky, C. (2016). The relationship between learners’ affective variables and second language achievement. Arab World English Journal, 7(2), 77–103. https://doi.org/10.24093/awej/vol7no2.6
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