Explore the vast range of titles available.

New and unfamiliar situations often create in people a mix of emotions, in which motivation and curiosity coexist with anxiety and a reduced level of self-confidence. Since this phenomenon also occurs in situations in which people are supposed to learn something new, research has started to show interest in the role played by the affective factors in a wide range of cognitive processes. The present study starts from the conviction that translator training is a domain in which such affective variables are particularly relevant, considering the growing demands placed on translators nowadays and, in close connection to that, the pressure experienced by trainees. Therefore, by combining research data with reflective insights drawn from the author’s teaching experience, the paper aims at investigating those elements of the general translator competence that generate the highest levels of anxiety among students enrolled in advanced translation courses.

Multiword expressions, especially idiomatic expressions, convey rich emotional information. To explore the relationship between affective and non-affective psycholinguistic dimensions in the processing of idiomatic expressions, we collected normative data for two affective (i.e., valence and arousal) and four non-affective variables (i.e., familiarity, transparency, ambiguity, age of acquisition) for 500 Chinese three-character idiomatic expressions, based on responses from 418 native Chinese speakers. Our results showed a quadratic U-shaped relationship between valence and arousal, with neutral idiomatic expressions rated as less arousing than negative or positive ones. Furthermore, more transparent idiomatic expressions were more strongly valenced (either negative or positive) and more arousing. Idiomatic expressions more often used figuratively evoked more negative or stronger emotional responses. In addition, idiomatic expressions with greater negativity were acquired earlier but occurred less frequently. Regarding the non-affective variables, more transparent idiomatic expressions were perceived as more familiar and acquired earlier. Idiomatic expressions more often used figuratively, acquired earlier, or occurred more frequently were rated as more familiar. Lastly, idiomatic expressions that were more often used literally were more transparent and frequent. This study provides a large-scale database for examining the impact of affective and non-affective psycholinguistic factors on Chinese idiomatic expression processing, and it sheds light on the interrelated cognitive mechanisms underlying figurative language processing and emotion.

Fibromyalgia (FM) is a chronic syndrome characterized by heterogeneous clinical manifestations, and knowing this variability can help to develop tailored treatments. To understand better the heterogeneity of FM the present cross-sectional study analyzed the role of several physical symptoms (pain, fatigue and poor sleep quality) and cognitive-affective variables related to pain (pain catastrophizing, pain vigilance, self-efficacy in pain management, and pain acceptance) in the configuration of clinical profiles. A sample of 161 women with FM fulfilled an interview and several self-report measures to explore physical symptoms, cognitive-affective variables, disability and psychopathology. To establish FM groups a hierarchical cluster analysis was performed. The findings revealed three clusters that differed in the grouping variables, Wilks’ λ = .17, F(14, 304) = 31.50, p < .001, ηp2 = .59. Group 1 (n = 72) was characterized by high physical and psychological affectation, Group 2 (n = 19) by low physical affectation and high pain self-efficacy, and Group 3 (n = 70) by moderate physical affectation and low pain catastrophizing. The external validation of the clusters was confirmed, Wilks’ λ = .72, F(4, 314) = 14.09, p < .001, ηp2 = .15, showing Group 1 the highest levels of FM impact and psychopathological distress. Considering the distinctive clinical characteristics of each subgroup therapeutic strategies addressed to the specific needs of each group were suggested. Assessing FM profiles may be key for a better understanding and approach of this syndrome.

Computational thinking skill is one of the basic skills required for every individual, such as reading and writing. For the development of CT, programming education is seen as the key. In the context of programming and CT relationship, it is very important to model individual characteristics and various affective variables with a holistic approach in the programming process. The purpose of this study is to determine and model the relationships of some individual characteristics, personal and affective variables for programming, with CT. One hundred and eighty-one middle school students participated in the implementation. As a result of the research, it was determined that there is a significant relationship between personal variables and attitude towards programming and interest in programming. On the other hand, it has been determined that there is no significant relationship between personal characteristics and self-efficacy for programming and the importance given to programming. In this model, the most influential predictor of attitude and interest towards programming was gender.

This study examines the relative contributions of linguistic and affective variables to writing performance among students learning English as a foreign language (EFL) in South Korea. In total, 270 middle school students completed four language tests assessing their reading comprehension, grammar knowledge, and descriptive and argumentative writing skills, as well as a questionnaire on their previous writing instruction, motivation (intrinsic value, utility value, and cognitive/linguistic value), writing apprehension, and self-efficacy. Confirmatory factor analysis and structural equation modeling were performed to examine the predictive value of each predictor of EFL writing. The results revealed that reading comprehension is the most influential contributor to writing proficiency, followed by grammar knowledge and previous writing instruction. Although cognitive/linguistic value and apprehension were found to be significant predictors, the remaining three affective variables—intrinsic value, utility value, and self-efficacy—were not. The findings suggest that improving language-specific knowledge is an essential prerequisite for developing the EFL writing performance of middle school students having limited linguistic knowledge.

The primary purpose of this study was to investigate the mediating effects of second language (L2) motivation, willingness to communicate (WTC), and international posture on the relationship between L2 Self-perceived communication competence (SPCC) and L2 frequency of communication (L2 FC) in online informal English learning contexts among tertiary students in Malaysia. The predictor variables were drawn from Gardner’s (1985) socio-educational model of language learning and MacIntyre and Charos’ (1996) WTC model and adapted to examine the frequency of communication in online contexts. A total of 296 valid responses were collected from university students in Malaysia. The data were collected using online survey and were analysed through partial least squares structural equation modelling (PLS-SEM) technique. The findings suggested that higher level of L2 SPCC would lead to more frequent L2 use in online contexts. Furthermore, the mediating roles of L2 WTC and international posture were found to be statistically significant. However, the mediating effect of L2 motivation on the relationship between L2 SPCC and communication frequency was not supported in this study. Implications of the research findings for understanding the relationship among the study’s variables are also discussed.

: This article investigates the effects of language anxiety on course achievement in three foreign language proficiency levels of Spanish, namely, beginner, intermediate, and advanced. Participants completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and a background questionnaire. Results showed that language anxiety actually differed across proficiency levels. In the present study, advanced learners showed higher levels of anxiety than beginning and intermediate learners. In addition, there was an interrelation between language anxiety and course achievement. However, students with high levels of anxiety did not necessarily exhibit lower course achievement in comparison to students with low levels of language anxiety, as concluded in previous studies. Furthermore, there was a medium level of language anxiety among most participants, with no significant effect on course achievement.

The main purpose of this research deals with the way that affective factors influence the teaching-learning process of Arabic through the exposition and analysis of recent studies concerning this subject. The article also contemplates to what extent professors can contribute in order to make the process of teaching/learning more efficient and effective. This article develops an empirical investigation based on questionnaires made regarding the degree of influence that affective factors can exert over students learning Arabic as a foreign language in a university setting.

: This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels of anxiety can vary according to instructional contexts. The study found a significant difference for anxiety, with the students reporting higher levels of anxiety in the conversation course than in the reading course. By contrast, for goal orientation, students exhibited similar patterns across contexts. These Korean students displayed a high tendency toward a utilitarian goal regardless of context. The article also suggests teaching implications for reducing anxiety and enhancing motivation.