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Analysis shows a meaningful relationship between anxiety and motivation, while anxiety is not related to autonomy, and autonomy shows no relationship with motivation. 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February 2015  \nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nAnxiety, Motivation and Autonomy in Iranian High School  \nStudents: A Quantitative Study  \nFatemeh Sanadgol  \nEnglish Department, Science and Research Branch, Islamic Azad University, Gorgan, Iran  \nSeyed Jalal Abdolmanafi-Rokni (Corresponding author)  \nEnglish Department, Golestan University, Gorgan, Iran  \n[E-mail: j.abdolmanafi@gmail.com](E-mail: j.abdolmanafi@gmail.com)  \nDoi:10.7575/aiac.alls.v.6n. 1p. 143  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.1p.143](http://dx.doi.org/10.7575/aiac.alls.v.6n.1p.143)  \nReceived: 18/09/2014  \nAccepted: 03/ 12/2014  \nAbstract  \nResearch in the series of second language learning certify that both cognitive and affective factors within a language learner affect the level of success that will be achieved in learning a second language. This study was an attempt to investigate the relationship among three factors of anxiety, motivation, and autonomy. To this purpose, 207 students were invited from Golestan high school in Ramian, in the north of Iran. Their age ranged from 18 to 22 years. In one session they filled out the anxiety questionnaire, in the next session they completed the motivation questionnaire, and in the third session they answered the items in the autonomy questionnaire. At the end of the term their final scores were recorded. Analysis of the results showed that there was a meaningful relationship between anxiety and motivation, but there was no relationship between anxiety and autonomy, and no relationship autonomy and motivation. Both highstakeholders and low-stakeholder may benefit from the findings ofthis study.  \nKeywords: motivation; anxiety; autonomy; EFL learners  \n1. Introduction  \nResearch in the series of second language learning certify that both cognitive and affective factors within a language learner affect the level of success that will be get in learning a second language (L2) . Earlier research concentrated on finding out the effect of cognitive factors on language learning, but since the 1960s, there have been more studies on finding out the effect of affective factors, such as motivation and anxiety (Gardner, 1985) . Affective factors are defined as “those that deal with the emotional response and motivations ofthe learner”(Scovel, 1978, 131) .  \nThere has been a good progression of literature in the series of English language admonition dealing with the psychological position of learning, such as motivation and anxiety. Many researchers have observed that both motivation (Clement et al., 1994; Dornyei, 2001; Mehrpour & Vojdani, 2012) and anxiety (Horwitz et al., 1986; MacIntyre & Gardner, 1989; Liu & Jackson, 2008) are important factors in second and foreign language learning. For the past three decades, motivation has been a great area for experiential research and scientific work within the context of learning mother tongue, foreign language, and second language. Motivation indicates one of the most pleasant variables used to demonstrate the differences in learners during language learning (Pintrich & Schunk, 2002), and it is also one of the most serious factors that accelerate the pace and success of language learning (Dornyei, 1998) . Foreign language anxiety is convenient ever more substantial in second language proprietorship studies. Commonly, anxiety is looked to be achy to manufacture on learning tasks that require attention (Roccas & Brewer, 2002) . Horwitz, Horwitz, and Cope (1986) defined anxiety as a \"subjective feeling of tension, apprehension, nervousness, and worry\"(p.125) . An investigation directed on foreign language anxiety has expressed that anxiety forbids language learners from gaining a higher level of skill in foreign languages and it is negatively related to foreign language learning (Aida, 1994) . Several studies (e.g., Brown, Robson, & Rosenkjar","cbCaieWkBoU8KH6t","https://ap.wps.com/l/cbCaieWkBoU8KH6t","pdf",167493,"English","# Introduction\n## Background on second language affective factors\n## Rationale for studying anxiety, motivation, and autonomy\n## Study purpose and research context","[{\"question\":\"What is the study investigating?\",\"answer\":\"The study investigates the relationship among anxiety, motivation, and autonomy in Iranian high school EFL learners.\"},{\"question\":\"How was data collected from participants?\",\"answer\":\"207 students completed an anxiety questionnaire, a motivation questionnaire, and an autonomy questionnaire across three sessions.\"},{\"question\":\"What key relationships were found in the results?\",\"answer\":\"Results show a meaningful relationship between anxiety and motivation, but no relationship between anxiety and autonomy, and no relationship between autonomy and motivation.\"}]","Anxiety, Motivation and Autonomy in Iranian High School Students - A Quantitative Study | PDF",1792067701,18]