東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A correlational study: Personality t...

Capellan, Frank.

FindBook

Google Book

Amazon

博客來

A correlational study: Personality types and foreign language acquisition in undergraduate students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A correlational study: Personality types and foreign language acquisition in undergraduate students./
作者:	Capellan, Frank.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	166 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640559
ISBN:	9780355469974

A correlational study: Personality types and foreign language acquisition in undergraduate students.
Capellan, Frank.

A correlational study: Personality types and foreign language acquisition in undergraduate students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 166 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Southeastern University, 2017.

The purpose of this study was to investigate the relationship between personality types and second language acquisition. The study addressed a problem that is inadequately investigated in foreign language acquisition research; specifically, personality traits as predictors of language learning in college students studying Spanish as a foreign language. The researcher conducted one sample t-tests to assess statistically significant differences between mean personality type score and the test value, as well as, a multiple linear regression analysis. A convenient sample of college students (n=52) completed the Neris Personality Type Indicator at the beginning of the course, and took several examinations throughout the semester. Personality traits were correlated with examination grades. The results of the analysis indicated that personality types were not related to second language acquisition. The results of the multiple linear regression analysis were not significant, F (5,46) = 0.39, p = .85, R2 = .04, indicating that the model consisting of the personality types contributed to 4% of the variance in test grade. Because the model was not statistically significant, the researcher did not evaluate the individual predictors.

ISBN: 9780355469974Subjects--Topical Terms:

3172512
Foreign language education.

A correlational study: Personality types and foreign language acquisition in undergraduate students.
LDR:02256nmm a2200325 4500 001 2156781
005 20180517121921.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355469974
035 $a (MiAaPQ)AAI10640559
035 $a (MiAaPQ)seu:10015
035 $a AAI10640559
040 $a MiAaPQ $c MiAaPQ
100 1 $a Capellan, Frank. $3 3344553
245 1 2 $a A correlational study: Personality types and foreign language acquisition in undergraduate students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Patty LeBlanc.
502 $a Thesis (Ed.D.)--Southeastern University, 2017.
520 $a The purpose of this study was to investigate the relationship between personality types and second language acquisition. The study addressed a problem that is inadequately investigated in foreign language acquisition research; specifically, personality traits as predictors of language learning in college students studying Spanish as a foreign language. The researcher conducted one sample t-tests to assess statistically significant differences between mean personality type score and the test value, as well as, a multiple linear regression analysis. A convenient sample of college students (n=52) completed the Neris Personality Type Indicator at the beginning of the course, and took several examinations throughout the semester. Personality traits were correlated with examination grades. The results of the analysis indicated that personality types were not related to second language acquisition. The results of the multiple linear regression analysis were not significant, F (5,46) = 0.39, p = .85, R2 = .04, indicating that the model consisting of the personality types contributed to 4% of the variance in test grade. Because the model was not statistically significant, the researcher did not evaluate the individual predictors.
590 $a School code: 0606.
650 4 $a Foreign language education. $3 3172512
650 4 $a Quantitative psychology. $3 2144748
650 4 $a Adult education. $3 543202
650 4 $a Curriculum development. $3 684418
690 $a 0444
690 $a 0632
690 $a 0516
690 $a 0727
710 2 $a Southeastern University. $b College of Education. $3 3344554
773 0 $t Dissertation Abstracts International $g 79-03A(E).
790 $a 0606
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640559