Influence Of Affective Factors Research Articles

The Influence of Affective Factors on Autonomous Learning in English Among Non-English Majors in Independent University

The study guided by affective theory, psychology and educational psychology theories, and assisted with questionnaire that investigated 62 non-English majors’ affective status in an independent university in eastern China, discovered that affective problems were universal, and that the learners with high English level had little affective problems while those with low English level had serious affective problems. At the same time, it presented the possible countermeasures against non-English major students’ affective problems according to the actual affective status. The research and the related teaching practice attempted to prove that paying close attention to the non-English major students' affective factors in English learning, and adopting effective countermeasures of affective cultivation are of great importance in overcoming non-English major students’ affective problems, improving their academic grades, and transforming them into the learners of healthy and all-round development.

ЕЛЕМЕНТИ РЕТОРИКЕ У ФУНКЦИЈИ РАЗВИЈАЊА УСМЕНЕ ПРОДУКЦИЈЕ НА СТРАНОМ ЈЕЗИКУ – ПРИМЕР МОДЕРНОГ ГРЧКОГ

One of the main goals of foreign language teaching is enabling effective communication through giving students tools to express their views and interact with other language speakers. There are many factors that affect the process of oral production development, as well as various strategies that can be applied in the process of motivating students to acquire knowledge and express themselves orally. Oratory techniques can be very useful in this process, because they can help the learner prepare for oral production in a foreign language. The aim of this paper is to provide an overview of rhetorical elements and oratory techniques that can be applied in the case of oral production in Modern Greek as a foreign language. The paper primarily compares the views expressed by Durbaba (2011) on the successful foreign language oral production and what Nusic (2009) and Avramovic (2008) underline as important for oratory. In addition, we present the oratory techniques that can be used in learning correct articulation and accentuation at A1/A2 (CEFR) level, as well as in preparation for a wellargued oral presentation on B1/B2 (CEFR) level of Modern Greek, with emphasis on learning Modern Greek as a foreign language on university level, at the Department of Modern Greek Studies of the Faculty of Philology, University of Belgrade. In addition, we point out the influence of affective factors, such as anxiety and motivation, on oral expression, as well as the ways in which oratory techniques can be a great tool for foreign language teachers in the process of motivating their audience (the learners).

The Influence of Affective Factors on Second Language Acquisition

The Influence of Affective Factors on Second Language Acquisition

The Influence of Affective Factors in Second Language Acquisition on Foreign Language Teaching

Along with the development of humanistic psychology, the affective factors in education are gaining more and more importance. The paper introduces three major affective factors in second language acquisition, which are self-esteem, motivation and anxiety. With the expectation to play the positive role of affective factors in second language acquisition and diminish its negative influences on education, and exert the intuitive subjectivity to study, this paper analyses its application on teaching from the perspective of teachers, as well as its implication on studying from the students’ perspective.

Meshed Architecture of Performance as a Model of Situated Cognition.

In this paper, we engage in a reciprocal analysis of situated cognition and the notion of “meshed architecture” as found in performance studies (Christensen et al., 2016). We start with an account of various conceptions of situated cognition using the distinction between functional integration, which characterizes how an agent dynamically organizes to couple with its environment, and task dependency, which specifies various constraints and structures imposed by the environment (see Slors, 2019). We then exploit the concept of a meshed architecture as a model that provides a more focused analysis of situated cognition and performance. Through this analysis, we show how the model of meshed architecture can be enhanced through (1) the involvement of a more complex set of cognitive processes, (2) a form of intrinsic control, (3) the influence of affective factors, and (4) the role of factors external to the performer. The aim of this paper, then, is twofold: first to work out an enhanced conception of the model of meshed architecture by taking into consideration a number of factors that clarify its situated nature, and second, to use this model to provide a richer and more definitive understanding of the meaning of situated cognition. Thus, we argue that this reciprocal analysis gives us a very productive way to think about how various elements come together in skilled action and performance but also a detailed way to characterize situated cognition.

The Influence of Affective Factors and Cognitive Engagement on Students’ English Proficiency

Affective factors are the most important factors that influence SLA and language teaching. However, the author wonders if there are some mediators that help affective factors improve students’ language proficiency. The paper hypothesizes that positive cognitive engagement can be a mediator to enhance language achievement. In doing so, the author attempts to make a survey so as to investigate students’ cognitive engagement. By assessing the result of the survey, it is certain that positive cognitive engagement can improve students’ language proficiency based on their variable affective factors. Through the survey, the positive cognitive engagement should be advocated in the study and further improve students’ metacognitivity.

Signal amplification for simultaneous determination of two proton pump inhibitors in biological matrix based on newly synthesized metal organic framework and polymeric film

In this work, by incorporation of newly synthesized metal–organic framework (MOF) into the carbon paste matrix, and electropolymerization of melamine at the resulted electrode, a new sensor was designed for enhanced sensing of omeprazole (OMZ) and pantoprazole (PNZ). Characterization of MOF was accomplished by X-ray diffraction, scanning electron microscopy, Brunauer-Emmett-Teller (BET) surface area analysis, and FT-IR. The influence of affective factors on the electrode quality was inspected. As a result, the carbon paste electrode modified with 7% MOF and applying 30 cycles in polymeric condition wielded notable enhancement for OMZ and PNZ' signals in Britton-Robinson buffer solution (pH 6.0). Three and two linear ranges have been gained for OMZ and PNZ concentration within the various ranges of 0.05–60.0 μmol L−1 and 0.6–50.0 μmol L−1, with detection limits of 0.01 μmol L−1 and 0.15 μmol L−1 respectively. The rightness of the designed sensor for OMZ and PNZ determination in pharmaceutical formulations and human fluid was verified with acceptable results.

Modeling and Analysis of the Influence of Affective Factors on Students' Learning Efficiency Improvement Based on Big Data

In order to improve learning efficiency and quantify the quality of teaching, a method of modelling the influence of emotional factors on students' learning efficiency is proposed. The statistical feature analysis object model is constructed. The quantitative regression analysis method is used to construct the big data model of emotional factors and learning efficiency. The association rule decomposition method is used to decompose and model the big data samples, and analyse the influence factors of emotion on learning efficiency. The fuzzy constraint control method clusters and mines big data association rules, and analyses the promotion factors of emotional factors to students' learning efficiency, calculates the level of promotion contribution, and adopts adaptive evolutionary game method to realise emotional factors under big data. Modelling the impact of student learning efficiency, experiments show that the proposed method has high confidence level and small error in analysing subject problems.

Modelling and analysis of the influence of affective factors on students' learning efficiency improvement based on big data

Modelling and analysis of the influence of affective factors on students' learning efficiency improvement based on big data

Health motivation and emotional vigilance in genetic testing for prostate cancer risk

Actual uptake of genetic testing for cancer susceptibility is generally lower than 50%, despite a high initial interest above 80%. As population-based genetic testing for cancer susceptibility becomes more widespread, there will be an increasing need to understand the relationship of patient-affective factors to test intention and actual uptake behavior. Using hypothetical genetic testing for prostate cancer susceptibility as an example, we used surveys of 400 men in the general population of Philadelphia to develop a Structural Equation Modeling diagram to reveal the influence of affective factors implicated in the intention to undergo genetic testing for prostate cancer risk. Results showed that most men want genetic testing for prostate cancer, believe strongly in its benefits, and are not deterred by negative affect. Our data suggest that high positive expectations, plus a high desire to comply with physician and family suggestions, result in an increased test intention. Informed consent assessment, therefore, requires an appreciation not only of patient risk, but awareness of patient motivation and affect as well.

The influence of affective factors on time perception.

Several studies have suggested that both affective valence and arousal affect the perception of time. However, in previous experiments, the two affective dimensions have not been systematically controlled. In this study, standardized photographic slides rated for emotional valence and arousal were projected to two groups of subjects for 2, 4, and 6 sec. One group of subjects estimated the projection duration on an analog scale, whereas the second group of subjects reproduced the intervals by pushing a button. Heart rate and skin conductance responses were also recorded during stimulus presentation as indices of attention and arousal. Time estimation results showed neither a main effect of valence nor a main effect of arousal. A highly significant valence x arousal interaction affected duration judgments. For low-arousal stimuli, the duration of negative slides was judged relatively shorter than the duration of positive slides. Fog high-arousal stimuli, the duration of negative slides was judged longer than the duration of positive slides. The same interaction pattern was observed across judgment modalities. These results are interpreted in terms of a model of action tendency, in which the level of arousal controls two different motivational mechanisms, one emotional and the other attentional.

The influence of affective factors on conceptualization in schizophrenia.

The influence of affective factors on conceptualization in schizophrenia.