A Descriptive Statistics and Spearman Correlation Study on the Relationship Between Chinese Achievement and Metacognitive Strategies and Learning Anxiety of Cambodian Students

DOI

10.2991/978-2-38476-214-9_80How to use a DOI?

Keywords

Correlation; Chinese Achievement; Metacognitive Strategies; Learning Anxiety; Cambodian Students

Abstract

By adopting the theories of metacognitive strategies and learning anxiety and the empirical quantitative questionnaire survey, this paper explores the correlation between Chinese achievement and metacognitive strategies and learning anxiety of 312 Cambodian middle school and university students. The data collected are treated with SPSS 22.0. The conclusion is reached that the Cambodian students surveyed sometimes use metacognitive strategies and sometimes have anxiety in the process of learning Chinese; there is no significant correlation between metacognitive strategies and their Chinese language performance, but their learning anxiety was significantly and negatively correlated with their Chinese language performance. Learning anxiety is the important predictor of the students’ Chinese achievement. The results show that: first, Cambodian students sometimes use metacognitive strategies and have learning anxiety, but their anxiety is not high. Second, there is no significant correlation between their Chinese performance and metacognitive strategies, and a significant negative correlation emerges between their Chinese performance and learning anxiety. Third, the factor affecting their Chinese performance is one of the learning anxiety factors, that is, language learning anxiety. Fourth, gender and Overseas Chinese identity have no significant difference in the use of metacognitive strategies among the Cambodian students, but differences are spotted in learning anxiety; there are differences in metacognitive strategies and learning anxiety between junior high school students and college students at different ages, and no differences are found in metacognitive strategies and learning anxiety between junior high school students at different grades, but there are differences in metacognitive strategies and learning anxiety between college students at different grades.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Lulu Zhan
AU  - Jiaojiao Han
AU  - Yichuan Yuan
PY  - 2024
DA  - 2024/02/21
TI  - A Descriptive Statistics and Spearman Correlation Study on the Relationship Between Chinese Achievement and Metacognitive Strategies and Learning Anxiety of Cambodian Students
BT  - Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023)
PB  - Atlantis Press
SP  - 679
EP  - 686
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-214-9_80
DO  - 10.2991/978-2-38476-214-9_80
ID  - Zhan2024
ER  -