Anxiety and use of cognitive emotion regulation strategies within the foreign language classroom

  1. Ayllón Salas, Patricia 1
  2. Olmo Espinosa, Alicia 1
  3. Fernández Martín, Francisco D. 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2024

Título del ejemplar: PREVIEW-January

Número: 41

Tipo: Artículo

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Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

Los objetivos de este estudio fueron identificar los niveles existentes de ansiedad en el aprendizaje de lenguas extranjeras en alumnos de sexto curso de Educación Primaria de diferentes colegios bilingües y no bilingües, y determinar qué estrategias cognitivas de regulación de emociones utilizarían estos alumnos en una hipotética situación estresante. Para ello, se midió la ansiedad en clase de Lengua Extranjera y las estrategias cognitivas de regulación de la emoción a los alumnos (n = 262). El análisis descriptivo de los resultados obtenidos permitió llegar a las siguientes conclusiones: los niveles de ansiedad eran más elevados en la muestra no bilingüe; sin embargo, estos alumnos hacían un mayor uso de las estrategias cognitivas de regulación de la emoción.

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Fuente de los datos: Dialnet