African Educational Research Journal - Full Length Research Paper - Correlation of Anxiety with Teacher Interaction, Self-Esteem and Value

Oct 15, 2026

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Study examining the relationship among anxiety, teacher interaction, self-esteem, and the values given to language, measuring variable levels from different perspectives. Participants were freshman students from the Department of Foreign Languages and Literature, Addis Ababa University. Quantitative methods used correlation and regression analyses with descriptive and inferential statistics, including a one-sample t-test. Results indicate significant differences in average anxiety, self-esteem, and teacher-student interaction, with a modest inverse correlation and regression effects on learners’ emotional stability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

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ABSTRACT

INTRODUCTION

African Educational Research Journal Vol. 5(2), pp. 170-180, June 2017 ISSN: 2354-2160 Full Length Research Paper Correlation of anxiety with teacher interaction, selfesteem and value Bekalu Atnafu Taye Kotebe Metropolitan University, Addis Ababa, Ethiopia. Accepted 9 May, 2017 | ABSTRACT
This study tries to see the relationship among the variables (anxiety, teacher-interaction, self-esteem and values given to language) and it attempts to measure the levels of these variables from different perspectives. The participants of the study were drawn from the Department of Foreign Languages and Literature at Addis Ababa University. Freshman students took part in the study. The study used quantitative approaches. Correlation and regression analyses were employed. In this regard, both descriptive and inferential statistics were made. The results of the study showed that freshman students were anxious and there were many factors that made them apprehensive. Among these factors were teacher interaction and low self-view. The one sample t-test result showed that the average anxiety, self-esteem and teacherstudent interaction scores of the students differed significantly from the media and they were found to be significant. There was also a modest inverse correlation among the dependent (anxiety) and the independent variables (teacher interaction, values and self-esteem) . Regarding the regression analysis, the combined effect of these variables (teacher interaction, self-esteem and value) affected the emotional stability of the learners’ anxiety. Based on the findings, conclusions are forwarded.
Keywords: Anxiety, teacher-student, interaction, self-esteem . | | --- | | E-mail: [bekaluatnafu@yahoo.com](bekaluatnafu@yahoo.com). | INTRODUCTION The importance of non-threatening learning environment in language classes is unarguably essential since the learning environment plays crucial roles in manipulating affective variables. That is, in human learning a variety of agents participate and the process is controlled by the learning environment (significant agents such as friends, teachers, parents, personal factors, the nature of the task etc) . The learning environment in which learners try to fit into should be non-threatening; and it should also be an area where healthy teacher-student interaction and positive self-view prevail. In other words, the classroom atmosphere must be an atmosphere of acceptance and mutual respect, where students know how to appreciate other students, teacher appreciate students (Young, 1999) . In an ethnographic research consisting of a broadspectrum of experts echoed that the foreign language classroom environment played a great role; more specifically, participants in the study spoke about the important role that the teacher played in creating or hindering one’s excitement and ability to learn (Young, 1999) . Key among these issues involved in the learning environment is the quality of interpersonal skills students form with teachers. Teacher-student interaction is one of those factors that might tend to interfere with the success of learning by eliciting emotions. This is true since the process of knowledge acquisition or skill development is embedded in the social and emotional context in which learning takes place. Taking this into account, teachers are supposed to create a non-threatening learning environment. Finch (2001) noted that teachers can begin a dogma-free learning space, sensitive to the affective needs of the students, offering training in reassuring them that they are not alone in their affective reactions and that these feelings are normal. This is because when students encounter a new learning environment, they need to cope with new interpersonal relationship. Building new relationship with roommates and teachers may threaten one’s affective factors if the environment is not modified as the needs of the students. The quality of teacher-student interaction influenc

FAQs

What variables does the study investigate?

The study investigates anxiety, teacher interaction, self-esteem, and values given to language.

How was the study conducted?

It used quantitative approaches, employing correlation and regression analyses along with descriptive and inferential statistics.

What were the main findings about relationships among the variables?

Freshman students showed significant anxiety levels. Teacher interaction and low self-view were among key factors, with a modest inverse correlation between anxiety and independent variables and regression effects on emotional stability.

Oct 15, 2026

Uploaded by Stanford