Spartan Daily, November 20, 2008

Volume 131, Issue 45https://scholarworks.sjsu.edu/spartandaily/10529/thumbnail.jp

Predicting Effects of Personality Traits, Self-esteem, Language Class Risk-taking and Sociability on Chinese University EFL Learners' Performance in English

Although the interactive effects of different variables in language learning have increasingly become the focus of recent research, the interaction of such variables as personality traits, self-esteem, language class risk-taking and sociability has not been much investigated. Hence, the present study explored the predicting effects of these variables on Chinese EFL learners’ performance in English at the tertiary level. A 68-item survey involving 934 first-year undergraduate non-English majors revealed that: (1) the majority were moderately extroverted, moderately inclined to anxiety and fears, and moderately prone to be influenced by social desirability but tended to be dependent and gentle; the participants were moderately satisfied with themselves and believed they were good and worthy; and the majority were moderately risk-taking and sociable in English class, (2) personality traits, self-esteem, language class risk-taking and sociability were generally significantly correlated with one another and with the students’ performance in English, and (3) overall self-esteem, language class risk-taking, language class sociability, and two personality variables–P (psychoticism) and L (lie) proved to be powerful predictors for the students’ performance in English. As such, personality traits, self-esteem, language class risk-taking and sociability are important factors affecting language learning outcomes

Outcomes for Young Children's Social Status from Playing Group Games: Experiences from a Primary School in Hong Kong

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The Cowl - v.83 - n.5 - Oct 4, 2018

The Cowl - student newspaper of Providence College. Vol 83 - No. 5 - October 4, 2018. 24 pages

Mediating effects of parents’ coping strategies on the relationship between parents’ emotional intelligence and sideline verbal behaviors in youth soccer

The overall purpose of this study was to examine the mediating effects of parents’ coping strategies on the relationship between parents’ emotional intelligence and sideline verbal behaviors during their children’s soccer games. Participants were 232 parents (120 mothers and 110 fathers) of youth soccer players age 9–13 years. Observations in situ were carried out at 30 soccer games during a soccer tournament. At the end of the game, parents were approached and asked to complete the Emotional Intelligence Scale and the Brief COPE scale. Structural-equation-modeling analyses revealed that adaptive and maladaptive coping mediated the relationship between regulation of emotion and parents’ praise/encouragement, and negative and derogatory comments during the game. In addition, game result moderated the relationships between emotional intelligence, coping strategies, and parent behaviors. Emotional regulation and adaptive coping may promote desirable parent sideline behaviors and reduce undesirable behaviors

The Courier, Volume 14, Issue 10, December 4, 1980

Stories: SG Votes $935 For Rigby’s Sky Diving Trip Vets’ Office Seen Winding Down Proposed Policy Sets Tuition Refund Percentages People: Dan Rigby Harold Baue

Spartan Daily, March 14, 2019

Volume 152, Issue 22https://scholarworks.sjsu.edu/spartan_daily_2019/1021/thumbnail.jp

Spartan Daily, May 8, 1940

Volume 28, Issue 136https://scholarworks.sjsu.edu/spartandaily/3083/thumbnail.jp