Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students’ achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native speakers and their perception of the quality of the English course. Secondly, instrumental orientation, motivational intensity, attitude towards learning English, and students’ perception of the quality of the English course were found to be the predictors of achievement. Thus, creating a culturally enriching in-class environment based on student-centered strategies could impact on pupils’ proficiency more than teachers’ teaching abilities and in-class attitude

Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students’ achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native speakers and their perception of the quality of the English course. Secondly, instrumental orientation, motivational intensity, attitude towards learning English, and students’ perception of the quality of the English course were found to be the predictors of achievement. Thus, creating a culturally enriching in-class environment based on student-centered strategies could impact on pupils’ proficiency more than teachers’ teaching abilities and in-class attitude

Resolving the Energy War Through International Law and Solar Technology

A striking feature of the past decade has been a new form of war. This war, a controversy carried to extremes, apparently will not remain isolated. This conflict may be seen as a predecessor of future battles for survival, for instance a non-renewable resources war. Such wars are not concerned with territorial boundaries; they have a much wider economic effect. They involve the entire civilized community. The energy conflict presently has gone beyond the crisis stage. Not only is a forthcoming peace beyond the horizon, the war itself is becoming increasingly aggressive. The fact that the weapon is an exhaustible resource bound to disappear within twenty years explains the resolve of oil-producing countries to achieve economic superiority in only one generation

Improving Teachers’ Professional Vision Through a Video-based Reflection Program: A Case Study in Mexican Primary Schools

Enhancing teachers’ professional vision (TPV) may contribute to increasing the quality of teaching-learning processes through higher perceived efficacy, leading to autonomy-supportive environment. This is of particular importance in Physical Education (PE), due to the fact that this subject presents different challenges and more dynamic situations compared to others. One of the latest approaches for enhancing TPV is video-based reflection, which allows teachers to observe recorded lessons and analyze them. The aim of this research was to test the effect of a video-based reflection program on TPV in PE. Two teachers participated in a 3-step video-analysis program consisting of self-reflection, peer reflection, and expert feedback. Notable changes were found in TPV at the end of the 6-month intervention, both in terms of teachers’ selective attention to classroom events and their knowledge-based reasoning. Our findings suggest that video-based reflection programs could represent an important part of any teacher training program aiming to increasing PE teachers’ responsiveness to diverse in-class situations

Validity, reliability, and invariance across sex of a German version of the Behavioral Regulation in Exercise Questionnaire

ObjectiveSince there is no scientifically validated German version of the Behavioral Regulation in Exercise Questionnaire (BREQ-3), the aim of this study was to assess its psychometric parameters and invariance across sex in a sample of German-speaking young adults. The BREQ-3 is an instrument measuring the social and internal influences of motivation toward exercising. This tool is widespread within the scientific community and has been validated in several languages.MethodsA total of 271 participants (45% women; mean age = 20.67 ± 2.17 years; effect size ≥ 0.5) filled in the BREQ-3 at one time point, with a small sub-sample (n = 37) responding it a second time after 15 days. Confirmatory Factorial Analysis, Structural Modeling, and Intraclass Correlation Coefficient were used to examine the German version of the questionnaire.ResultsResults highlighted a good fit of the six-dimensional model after the removal of two items (CFI = 0.912; SRMR = 0.0594; RMSEA = 0.064), as well as full invariance across sex (pχ2 = 0.218; ΔCFI < 0.01). Internal consistency and reliability were moderate to good.ConclusionsThe 22-item German BREQ-3 is a scientifically valid instrument that can be used in cross-national studies dealing with social aspects of exercise behaviors

Influence of the Organizational System on Motor Engagement Time in Physical Education on High School Students

AbstractThe time students spend practicing physical activities, is one of the most significant variables that affect learning, and predict student's results in Physical Education (PE). This study analyses the influence of three organizational systems on students’ Motor Engagement Time (MET). A quasi-experimental intra-group design with repeated measures was used. Participants were 52 Spanish high school students. Results showed that there are significant differences between circuits (higher MET and less student attention time) and consecutive tasks organization. We recommend the use of the circuits organizational system for achieving high levels of motor learning in PE classes