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A correlational study : = Personality types and foreign language acquisition in undergraduate students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A correlational study :/
Reminder of title:	Personality types and foreign language acquisition in undergraduate students.
Author:	Capellan, Frank.
Description:	1 online resource (166 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Foreign language education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355469974

A correlational study : = Personality types and foreign language acquisition in undergraduate students.
Capellan, Frank.

A correlational study :Personality types and foreign language acquisition in undergraduate students. - 1 online resource (166 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The purpose of this study was to investigate the relationship between personality types and second language acquisition. The study addressed a problem that is inadequately investigated in foreign language acquisition research; specifically, personality traits as predictors of language learning in college students studying Spanish as a foreign language. The researcher conducted one sample t-tests to assess statistically significant differences between mean personality type score and the test value, as well as, a multiple linear regression analysis. A convenient sample of college students (n=52) completed the Neris Personality Type Indicator at the beginning of the course, and took several examinations throughout the semester. Personality traits were correlated with examination grades. The results of the analysis indicated that personality types were not related to second language acquisition. The results of the multiple linear regression analysis were not significant, F (5,46) = 0.39, p = .85, R2 = .04, indicating that the model consisting of the personality types contributed to 4% of the variance in test grade. Because the model was not statistically significant, the researcher did not evaluate the individual predictors.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355469974Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

A correlational study : = Personality types and foreign language acquisition in undergraduate students.
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100 1 $a Capellan, Frank. $3 1182800
245 1 2 $a A correlational study : $b Personality types and foreign language acquisition in undergraduate students.
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300 $a 1 online resource (166 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Patty LeBlanc.
502 $a Thesis (Ed.D.) $c Southeastern University $d 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the relationship between personality types and second language acquisition. The study addressed a problem that is inadequately investigated in foreign language acquisition research; specifically, personality traits as predictors of language learning in college students studying Spanish as a foreign language. The researcher conducted one sample t-tests to assess statistically significant differences between mean personality type score and the test value, as well as, a multiple linear regression analysis. A convenient sample of college students (n=52) completed the Neris Personality Type Indicator at the beginning of the course, and took several examinations throughout the semester. Personality traits were correlated with examination grades. The results of the analysis indicated that personality types were not related to second language acquisition. The results of the multiple linear regression analysis were not significant, F (5,46) = 0.39, p = .85, R2 = .04, indicating that the model consisting of the personality types contributed to 4% of the variance in test grade. Because the model was not statistically significant, the researcher did not evaluate the individual predictors.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Foreign language education. $3 1148430
650 4 $a Quantitative psychology. $3 1182802
650 4 $a Adult education. $3 555548
650 4 $a Curriculum development. $3 1148494
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710 2 $a Southeastern University. $b College of Education. $3 1182801
773 0 $t Dissertation Abstracts International $g 79-03A(E).
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