簡易檢索 / 詳目顯示

研究生: 蔡侑均
You-Jiun Cai
論文名稱: 中華民國空軍基地飛行員五大人格特質、完美主義和英語作為外語的口語焦慮之間的關係
The Connection between Speaking Anxiety, Perfectionism, and the Big Five Personality Traits among EFL Pilots at ROC Air Force Base
指導教授: 曾文鐽
Wen-Ta Tseng
口試委員: 蕭聰淵
Tsung-Yuan Hsiao
曾文鐽
Wen-Ta Tseng
王世平
Shih-Ping Wang
學位類別: 碩士
Master
系所名稱: 人文社會學院 - 應用外語系
Department of Applied Foreign Languages
論文出版年: 2023
畢業學年度: 112
語文別: 英文
論文頁數: 44
中文關鍵詞: 英語作為外語五大人格特質剛性完美主義自我批評完美主義自戀完美主義
外文關鍵詞: EFL, Big-Five Personality Traits, Rigid Perfectionism, Self-critical Perfectionism, Narcissistic Perfectionism
相關次數: 點閱:44下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究旨在探討位於中華民國空軍基地的英語作為外語(EFL)飛行員的五大人格特質、完美主義類型(剛性、自我批評和自戀完美主義)以及英語口語焦慮之間的相關性。採用五大人格量表(BFPFI)、精簡版外語課堂焦慮量表(SFLCAS)和三大完美主義量表精簡版(BTPS-SF)對100名飛行員進行調查,有效問卷98份。結果顯示,性別在神經質和英語口語焦慮上存在顯著差異,女性在這些方面得分較高。研究還發現,外向性、盡責性和親和性與英語交流焦慮的關聯較弱;而神經質與自我批評型完美主義呈顯著正相關。總體而言,本研究揭示了不同人格特質和完美主義類型與英語口語焦慮之間的複雜關係,並為基於性別的差異提供了見解。


    This study intended to explore the correlation among the Big-Five personality traits, types of perfectionism (Rigid, Self-critical, and Narcissistic Perfectionism), and English oral anxiety among English as a Foreign Language (EFL) pilots at a Republic of China Air Force base. The research utilized three main questionnaires: the Big-Five Personality Inventory (BFPFI), the Simplified Foreign Language Classroom Anxiety Scale (S-FLCAS), and the Simplified Three Types of Perfectionism Scale (BTPS-SF). A total of 100 questionnaires were collected, with 98 being valid for analysis. The results indicated significant gender differences in neuroticism and English oral anxiety, with females scoring higher in these areas. The study also found a weak correlation between extraversion, conscientiousness, agreeableness, and English communication anxiety, while neuroticism showed a significant positive correlation with self-critical perfectionism. Overall, this study revealed complex relationships between different personality traits, types of perfectionism, and English oral anxiety, providing insights into gender-based differences.

    Chapter One Introduction 1 Background and Motivation of the Study 1 Purpose of the Study 2 Research Questions 2 Significance of the Study 2 Definition of Terms 3 Outline of the Thesis 4 Chapter Two Literature Review 5 Overview the Big-Five Personality Traits 5 Measurement of the Big-Five Personality Traits 6 Prevalence of the Big-Five Personality Traits 7 Empirical Research on the Big-Five personality Traits 7 Applications of the Big-Five Personality Traits 8 Limitations and Criticisms of the Big-Five Personality Traits 8 The Big-Five Personality Traits and Foreign Language Speaking Anxiety 9 Overview of Perfectionism 10 Measurement of Perfectionism 10 Theories of Perfectionism 11 Perfectionism and Big-Five Personality Traits 11 Overview of Foreign Language Anxiety 12 Measurement of Foreign Language Anxiety 12 Prevalence of Foreign Language Anxiety 13 Factors Contributing to Foreign Language Anxiety 13 Effects of Foreign Language Anxiety on Language Learning 13 Previous Research on Foreign Language Anxiety 14 The Factor of Foreign Language Speaking Anxiety 14 Summary 15 Chapter Three Methodology 17 Research Design 17 Participants 17 Instruments 17 Questionnaires 18 Big-Five Personality Factor Inventory 18 Short-form Foreign Language Classroom Anxiety Scale 19 Big Three Perfectionism Scale–Short Form 19 Procedure of the Study 20 Data Resources 21 Chapter Four Results 22 Statistical Outcomes of Gender Differences in Big-Five Personality, English-Speaking Anxiety and Perfectionism 22 Outcomes of the Relationship between Big-Five Personality and English-Speaking Anxiety Levels 23 Outcomes of the Relationship between Big-Five personality trait and Perfectionism 24 Outcomes of the Relationship among Big-Five personality trait, English-Speaking Anxiety and Perfectionism 27 Chapter Five Discussion 29 Gender Differences in Personality Traits and English-Speaking Anxiety 29 Big-Five Personality Traits and English-Speaking Anxiety 30 Big-Five Personality Traits and Perfectionism Subtypes 30 Chapter Six Conclusion 32 Implications and Future Pathways for English Language Learners 32 Navigating Perfectionism through the Lens of Personality Traits 32 Deciphering the Interconnections: Personality, Perfectionism, and English-Speaking Anxiety 33 References 34 Appendices 38

    Abu‐Rabia*, S. (2004). Teachers' role, learners' gender differences, and FL anxiety among seventh‐grade students studying English as a FL. Educational Psychology, 24(5), 711-721.
    Akkakoson, S., & Mongkut, K. (2016). Reflections from teachers and students on speaking anxiety in an EFL classroom. Journal of Language and Cultural Education, 4(3), 46-70.
    Apple, M. T. (2011). The Big-Five personality traits and foreign language speaking confidence among Japanese EFL students (Doctoral dissertation, Temple University. Libraries).
    Babakhouya, Y. (2019). The Big-Five personality factors as predictors of English language speaking anxiety: A cross-country comparison between Morocco and South Korea. Research in Comparative and International Education, 14(4), 502-521.
    Barrick, M. R., & Mount, M. K. (1991). The Big-Five personality dimensions and job performance: a meta‐analysis. Personnel psychology, 44(1), 1-26.
    Botes, E., van der Westhuizen, L., Dewaele, J. M., MacIntyre, P., & Greiff, S. (2022). Validating the short-form foreign language classroom anxiety scale. Applied Linguistics, 43(5), 1006-1033.
    Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia-Social and Behavioral Sciences, 199, 648-656.
    Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446.
    Costa, P. T., & McCrae, R. R. (1985). The NEO personality inventory: Manual, form S and form R. Psychological Assessment Resources.
    Costa Jr, P. T., & McCrae, R. R. (1988). From catalog to classification: Murray's needs and the five-factor model. Journal of Personality and Social Psychology, 55(2), 258.
    Diener, E., & Lucas, R. E. (1999). 11 personality and subjective well-being. Well-being: Foundations of hedonic psychology, p. 213.
    Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual review of psychology, 41(1), 417-440.
    Djahimo, S., Bili Bora, D., & Huan, E. (2018). Student anxiety and their speaking performance: Teaching EFL to Indonesian Student. International Journal of Social Sciences and Humanities, 2(3), 187-195.
    Estival, D., & Farris, C. (2016). Aviation English as a lingua franca. ESTIVAL, D.; FARRIS, C.; MOLESWORTH, B. Aviation English: A lingua franca for pilots and air traffic controllers. Nova Iorque: Routledge, pp. 1-18.
    Feher, A., Smith, M. M., Saklofske, D. H., Plouffe, R. A., Wilson, C. A., & Sherry, S. B. (2019). The Big Three Perfectionism Scale–Short Form (BTPS-SF): Development of a brief self-report measure of multidimensional perfectionism. Journal of Psychoeducational Assessment, 38(1), 37-52.
    Flett, G. L., & Hewitt, P. L. (2002). Perfectionism: Theory, research, and treatment. American Psychological Association.
    Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive therapy and research, 14, 449-468.
    Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. Review of personality and social psychology, 2(1), 141-165.
    Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological assessment, 4(1), 26.
    Goldberg, L. R. (1993). The structure of phenotypic personality traits. American psychologist, 48(1), 26.
    Gosling, S. D., Ko, S. J., Mannarelli, T., & Morris, M. E. (2002). A Room with a Cue: Personality Judgments Based on Offices and Bedrooms. Journal of Personality and Social Psychology, 82(3), 379.
    Gough, H. G. (1957). California Psychology Inventory (CPI) manual. Palo Alto.
    Greenspon, T. S. (2014). Is there an antidote to perfectionism? Psychology in the Schools, 51(9), 986-998.
    Horwitz, E. K., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
    Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the Self and Social Contexts: Conceptualization, Assessment, and Association with Psychopathology. Journal of Personality and Social Psychology, 60(3), 456.
    Iwai, Y. (2009). Metacognitive awareness and strategy use in academic English reading among adult English as a second language (ESL) student.
    John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and theoretical perspectives.
    Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80.
    Karatas, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). An Investigation into University Students⿿ Foreign Language Speaking Anxiety. Procedia-Social and Behavioral Sciences, 232, 382-388.
    Khouya, Y. B. (2018). English language anxiety and the Big-Five personality factors. International Journal of Humanities and Social Science, 8(2), 191-200.
    Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big-Five personality traits in predicting college students' academic motivation and achievement. Learning and individual differences, 19(1), 47-52.
    Kim, J. (2002). Anxiety and foreign language listening. English Teaching, 57(2), 3-34.
    Levine, S. L., & Milyavskaya, M. (2018). Domain-specific perfectionism: An examination of perfectionism beyond the trait-level and its link to well-being. Journal of Research in Personality, 74, 56-65.
    MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language learning, 41(1), 85-117.
    MacIntyre PD and Gardner RC (1994) The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283–305.
    Madigan, D. J. (2019). A meta-analysis of perfectionism and academic achievement. Educational Psychology Review, 31, 967-989.
    McCrae, R. R., & Costa Jr, P. T. (1985). Comparison of EPI and psychoticism scales with measures of the five-factor model of personality. Personality and individual Differences, 6(5), 587-597.
    McCrae, R. R., & Costa Jr, P. T. (1997). Personality trait structure as a human universal. American psychologist, 52(5), 509.
    McCrae, R. R., & Costa, P. T. (2003). Personality in adulthood: A five-factor theory perspective. Guilford Press.
    Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia-social and behavioral Sciences, 70, 654-665.
    Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17.
    Pacht, A. R. (1984). Reflections on perfection. American psychologist, 39(4), 386.
    Plomin, R., DeFries, J. C., & McClearn, G. E. (2008). Behavioral genetics. Macmillan.
    Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322.
    Rafada, S. H., & Madini, A. A. (2017). Effective solutions for reducing Saudi learners’ speaking anxiety in EFL classrooms.
    Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202-218.
    Slaney, R. B., Rice, K. G., Mobley, M., Trippi, J., & Ashby, J. S. (2001). The revised almost perfect scale. Measurement and evaluation in counseling and development, 34(3), 130-145.
    Smith, M. M., Saklofske, D. H., Stoeber, J., & Sherry, S. B. (2016). The Big Three Perfectionism Scale: A new measure of perfectionism. Journal of Psychoeducational Assessment, 34(7), 670-687.
    Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and social psychology review, 10(4), 295-319.
    Stoeber, J. (2018). The psychology of perfectionism: Critical issues, open questions, and future directions.
    Suleimenova, Z. (2013). Speaking Anxiety in a Foreign Language Classroom in Kazakhstan. Procedia-Social and Behavioral Sciences, 93, 1860-1868.
    Tercan, G., & Dikilitaş, K. (2015). EFL Students’ Speaking Anxiety: A case from Tertiary Level Students. ELT Research Journal, 4(1), 16-27.
    Tett, R. P., Jackson, D. N., & Rothstein, M. (1991). Personality measures as predictors of job performance: A meta‐analytic review. Personnel psychology, 44(4), 703-742.
    Vural, H. (2019). The relationship of personality traits with English speaking anxiety. Research in Educational Policy and Management, 1(1), 55-74.
    Woodrow, L. L. J. (2003). A model of adaptive learning of international English for academic purposes (EAP) students at Australian universities (Doctoral dissertation).

    無法下載圖示 全文公開日期 2027/01/24 (校內網路)
    全文公開日期 2027/01/24 (校外網路)
    全文公開日期 2054/01/24 (國家圖書館:臺灣博碩士論文系統)
    QR CODE