Spanish literature and well-being: The case of Chinese students in Spain (original) (raw)
Related papers
Frontiers in Psychology, 2023
The present study is the first to investigate the extent to which positive language education can improve foreign language enjoyment in the same learners. At the same time, it explores the relation between life quality variables, subjective well-being (SWB), and stresses that have emerged as important variables to explain foreign language enjoyment (FLE). Participants were 50 native speakers of Turkish, university students, 24 having a high proficiency in one language (English) and 26 having a high proficiency in two languages (French and English). Quantitative data were collected before and after the intervention ("3 Good Things" and "Use your Strength and Virtues in a Creative Way") and qualitative data were collected at the end of the course. The results of pre-test and post-test analysis were not significant FLE (t(49) = −1.3, p > 0.05), SWB (t(49) = −0.58, p > 0.05), and stress (t(49) = −0.7, p > 0.05). Manova with a level of multilingualism as a fixed factor revealed that there was a significant difference in the pre-test and post-test F(3, 46) = 3.49, p < 0.023, Wilk's Λ = 0.81, partial η 2 = 0.023. The Between Subjects' Test reveals a significant difference in the level of SWB (F(1, 48) = 7.04, p < 0.01) and FLE (F(1, 48) = 8.5, p < 0.005), but not for the level of stress (F(1, 48) = 0.29, p < 0.59). A subsequent set of regressions revealed that in pre-test there is not a significant effect of the factors on the dependent variable (R 2 = 0.20, R 2 adjusted = 0.140). The analysis after the intervention shows a significant effect of the SWB on FLE R 2 = 0.35, R 2 adjusted = 0.31, Beta = 0.25, p < 0.002. The analysis of the quantitative data supports the statistical analysis as students report that the intervention has helped to improve the atmosphere in the classroom as well as their general attitude in life and they have learned valuable knowledge about themselves as an added value to the acquisition of the new language. We conclude that positive language education can increase the level of subjective well-being in students and that, in turn, improves the level of positive emotions in the language classroom.
JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT, 2022
ABSTRACT In the last ten years, positive emotion in foreign language learning has been increasingly investigated in many research areas, including Foreign Language Enjoyment (FLE). FLE has been defined as a positive emotion felt when an individual’s psychological needs are met. This study investigates the relationship between perceived levels of Subjective Well-Being (SWB) and Stress (PS), as well as the degree of multilingualism (DM) and their effect on FLE when learning an additional language. The data were collected from 68 students (35 trilingual and 33 bilingual) who were learning an additional language (Italian or French). Statistical analyses showed that SWB and PS were unrelated. The strongest predictors of the FLE was SWB, with PS having a small but significant effect. Trilingual subjects were found to have significantly more FLE, whereas there was no statistically significant difference for SWB and PS. The findings are discussed in light of previous research on FLE, which confirms that SWB and DM, as well as a low level of stress, play an important role in enjoying learning a new language. The implication of this study is discussed both for language teaching and language policy formulation.
The Learning Model of Happiness through French Literature Appreciation
Language Circle: Journal of Language and Literature, 2018
This study aims to (1) develop learning models of happiness in learning French through literary works, and (2) to describe the application of learning models of happiness in learning French through literary works. The study applied a qualitative approach with two designs in exploratory research (1) to produce a learning model of happiness and (2) action research to evaluate the implementation of the learning model in the field. Data collection techniques are conducted through (1) in-depth interviews with French experts, (2) literary experts; and (3) psychologists to gain an important point of learning happiness. Then from the results of in-depth interview was compiled draft learning model of happiness through focus group discussion This research was conducted at Universitas Negeri Semarang, with research time from March to October 2017.The results of this research are the model of happiness teaching with ASSURE model which includes analyzing the students, formulating specific learning objectives, choosing methods, media, and teaching materials, utilizing media and teaching materials, requesting student response, and evaluation.
Teaching Spanish Literature to Chinese Students in Spain in a Bilingual Environment
2016
According to a report published by the European Commission in November 2013, Spain remains the leading destination for European university students in the Erasmus exchange scheme. Both this non-domestic audience and the launch of the European Higher Education Area have caused far-reaching changes in the Spanish university system. A more recent phenomenon to be added to this scenario is the arrival of Chinese students, of whom around 100 chose the Universidade de Santiago de Compostela (USC) in 2014–2015, a university whose first official language is not Spanish, but Galician. This new situation has serious consequences for this university, both in managerial and teaching terms. The aim of this paper is to build on the experience of Chinese students and their teachers by focusing on how Spanish literature is taught and learned at the USC. Managerial aspects will be discussed within the context of current corporatization of universities, and teaching aspects in relation to comparative literature as intercultural pedagogy.
Evaluation of Spanish Versions of Subjective Well-Being Measures With Latinx College Students
Journal of HUMANISTIC COUNSELING, 2018
The authors administered Spanish versions of 2 measures of subjective well-being to Latinx college students. Results of a confirmatory factor analysis support the reliability and validity of the Satisfaction With Life and Subjective Happiness scales. Psychometric properties and implications for humanistic counselors are discussed. Examining factor structure of instruments (Cokley, 2015) that measure subjective well-being among diverse populations is important to providing valid and reliable information. Although instruments that measure subjective well-being can provide useful and relevant information, reliable and valid measurements cannot be assumed if diverse cultural and language groups were not included in the norming standardization (Bravo, 2003; Padilla & Medina, 1996). This is particularly important for Latinx students, whose subjective well-being might be influenced by their unique experiences regarding language practices (Arredondo et al.
Happiness in University Students in Uaz, México
Revista Iberoamericana de Psicología
La felicidad, entendida como el grado de sentido positivo asignado a la vida, la satisfacción con la vida, el grado de realización personal y la alegría de vivir se estudió en una muestra de universitarios. Se realizó un trabajo transversal no experimental con una muestra de 229 participantes de diferentes carreras académicas con edades de 18 a 57 años. Los resultados obtenidos mostraron correlaciones entre las carreras académicas con el Sentido positivo de la vida, Satisfacción con la vida y Alegría de vivir. Además, se encontraron diferencias al considerar el sexo de los participantes, las carreras académicas, las ocupaciones laborales del padre y las ocupaciones laborales de la madre. Se analiza la influencia que cada factor tiene por separado sobre la felicidad de los estudiantes para concluir con la discusión sobre la importancia que han descubierto otros estudios sobre la influencia de las interacciones sociales en el mantenimiento de la felicidad, y cómo estos resultados podr...
Student's Happiness in Learning: The Literature Perspective
IOSR Journal of Research & Method in Education , 2022
Learning is an integral part of man that promotes the wellbeing of the learners in diverse ways. In the economics of education literature, little emphasis was placed on student happiness in learning that would assist in increasing human capital stock. Although there are works of literature on gross national happiness (GNH) used in place of gross domestic product (GDP) to explain economic growth, the student happiness indicator in educational processes requires attention for optimal productivity, performance, achievement and future wages satisfaction of the student. This paper, therefore, is a literature perspective that links the economic, physical, psychological and psychosocial concepts of happiness in association with cognitive, affective, mind and emotions. Thus, the paper is of the view that student growth in learning is determined by gross student happiness (GSH) during school activities and that the promotion of happiness in learning can be justified by economic, social, environmental and status inequality.
The Influence of Study Motivation Abroad to Students' Happiness
Proceedings of CATEA 2019, 2019
Studying abroad has been a very foreign idea up until a few years ago when the number of Indonesian students studying abroad kept steadily increasing. Studying abroad not only affects students' life but also their state of happiness, there have been only a few of research done on this subject to understand the benefits of studying abroad. This research objective is to know the influence of study motivation abroad to students' happiness. The number of respondents in this research is 100 people, with research method of descriptive with quantitative approach. As for data analysis method, the researcher uses validity test, reliability test, and coefficient correlation which are processed by using the spss version 25.00. The result of this research shows that the highest factor affecting motivation is family with mean value of 3.41, as for happiness the highest factor affecting it is challenge with mean value of 3.66. The magnitude of the influence of study motivation towards students' happiness accounted for 41.6%. Future research and study is expected to be more proactive in understanding the influence of students' motivation in studying abroad towards their happiness.
International Journal of Environmental Research and Public Health
Students at the tertiary education level in Australia are at increased risk of experiencing high levels of psychological distress, with international students at particularly high risk for poor adjustment. As mental health and wellbeing strongly correlate with students’ academic performance and general overseas experience, a growing number of studies focus on what universities can do to effectively support students’ wellbeing. However, assumptions are made about what wellbeing is, strategies primarily focus on treating mental ill-health, and treatment approaches fail to account for cultural differences. This study aimed to explore how Chinese international students understand wellbeing, the language used about and for wellbeing, and activities that students believe strengthen their own and others’ wellbeing. Eighty-four Chinese international students completed the online survey, and a subset of 30 students participated in semi-structured interviews. Data were analysed using thematic...