Correlation between anxiety and academic self-concept in interpreter trainees
This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees’ academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned bri...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
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Ediciones Complutense
2016-09-01
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| Series: | Círculo de Lingüística Aplicada a la Comunicación |
| Subjects: | |
| Online Access: | https://revistas.ucm.es/index.php/CLAC/article/view/53477 |
| _version_ | 1811199041994752000 |
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| author | Patricia Arnaiz-Castro Jessica Pérez-Luzardo Díaz |
| author_facet | Patricia Arnaiz-Castro Jessica Pérez-Luzardo Díaz |
| author_sort | Patricia Arnaiz-Castro |
| collection | DOAJ |
| description | This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees’ academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale (Horwitz et al., 1986), the Academic Autoconcept Scale (Schmidt, Messoulam & Molina, 2008) and a background information questionnaire were used to collect data. Students’ t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed. |
| first_indexed | 2024-04-12T01:41:14Z |
| format | Article |
| id | doaj.art-f324f24d46a1404d85e7b17f148beb88 |
| institution | Directory Open Access Journal |
| issn | 1576-4737 |
| language | deu |
| last_indexed | 2024-04-12T01:41:14Z |
| publishDate | 2016-09-01 |
| publisher | Ediciones Complutense |
| record_format | Article |
| series | Círculo de Lingüística Aplicada a la Comunicación |
| spelling | doaj.art-f324f24d46a1404d85e7b17f148beb882022-12-22T03:53:12ZdeuEdiciones ComplutenseCírculo de Lingüística Aplicada a la Comunicación1576-47372016-09-016710.5209/CLAC.53477Correlation between anxiety and academic self-concept in interpreter traineesPatricia Arnaiz-Castro0Jessica Pérez-Luzardo Díaz1Universidad de Las Palmas de Gran CanariaUniversidad de Las Palmas de Gran CanariaThis paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees’ academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale (Horwitz et al., 1986), the Academic Autoconcept Scale (Schmidt, Messoulam & Molina, 2008) and a background information questionnaire were used to collect data. Students’ t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed.https://revistas.ucm.es/index.php/CLAC/article/view/53477anxietyself-conceptinterpreter trainingforeign language learning |
| spellingShingle | Patricia Arnaiz-Castro Jessica Pérez-Luzardo Díaz Correlation between anxiety and academic self-concept in interpreter trainees Círculo de Lingüística Aplicada a la Comunicación anxiety self-concept interpreter training foreign language learning |
| title | Correlation between anxiety and academic self-concept in interpreter trainees |
| title_full | Correlation between anxiety and academic self-concept in interpreter trainees |
| title_fullStr | Correlation between anxiety and academic self-concept in interpreter trainees |
| title_full_unstemmed | Correlation between anxiety and academic self-concept in interpreter trainees |
| title_short | Correlation between anxiety and academic self-concept in interpreter trainees |
| title_sort | correlation between anxiety and academic self concept in interpreter trainees |
| topic | anxiety self-concept interpreter training foreign language learning |
| url | https://revistas.ucm.es/index.php/CLAC/article/view/53477 |
| work_keys_str_mv | AT patriciaarnaizcastro correlationbetweenanxietyandacademicselfconceptininterpretertrainees AT jessicaperezluzardodiaz correlationbetweenanxietyandacademicselfconceptininterpretertrainees |