Biomedical subjects

C E Daley

Publications and source records attributed to C E Daley.

5 recordsLinked to original sources

PubMed2000

Study habits and anxiety about learning foreign languages.

The purpose was to investigate the relationship of self-reported study habits to anxiety about learning foreign languages. 219 college students from a variety of disciplinary backgrounds were enrolled in either Spanish, French, German, or Japanese classes. Correlational analyses, using the Bonferroni adjustment, indicated that students with the highest anxiety about foreign languages tended to report that (1) they spend too much time on some subjects and not enough time on others, (2) they frequently do not get enough sleep and feel sluggish in class or when studying, (3) they do not try to space study period to avoid becoming too tired while studying, and (4) they have trouble settling down to work and do not begin to study as soon as they sit down. The implications of these findings are discussed.

Adolescent↗

PubMed2000

Relationship between sex-role attitudes and attitudes toward violence among incarcerated male juvenile offenders.

The purpose was to investigate the relationship between sex-role attitudes, as measured by the Attitudes Toward Women Scale for Adolescents, and attitudes toward violence, as measured by the Attitudes Toward Violence Survey, among 81 incarcerated male juvenile delinquents. No association was found between sex-role attitudes and sensitivity toward violence; however, a statistically significant relationship emerged between sex-role attitudes and propensity toward violence. Specifically, offenders who reported the most traditional attitudes toward women's rights and roles were more apt to report that they would engage in violent acts if they were certain of not being punished. Implications are discussed.

Adolescent↗

PubMed1999

Relationships between anxiety and achievement at three stages of learning a foreign language.

Anxiety in foreign language courses has been conceptualized as occurring at each of three stages of input, processing, and output. Specifically, input anxiety refers to the learner's apprehension when receiving information in the foreign language; processing anxiety refers to the apprehension experienced by learners when learning and thinking in the foreign language; and output anxiety refers to the apprehension experienced when speaking or writing in the foreign language. The present purpose was to investigate the relationship between achievement and anxiety at each of these three stages of learning a foreign language. Participants were 224 college students from a variety of disciplinary backgrounds, enrolled in Spanish, French, or German classes. Small but significant negative associations were found between achievement in the foreign language and scores on the Input Scale, the Processing Scale, and the Output Scale. These indicate educators should consider more than just the output stage of learning in foreign language classes.

Achievement↗

PubMed1998

Anxiety about foreign language among students in French, Spanish, and German classes.

The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.

Adolescent↗

PubMed1998

Attention-deficit/hyperactivity disorder: relations between prevalence rate and school district size, diagnostic method, and referral process.

To study whether prevalence rates of Attention-Deficit/Hyperactivity Disorder (ADHD) are related to size of school district, diagnostic method, and referral process, the ADHD Survey was mailed to all 311 superintendents of school districts in a midsouthern state; 128 (41.1%) were returned. Analysis showed no significant relationships; however, the low return rate suggests replication in other regions is necessary.

Attention Deficit Disorder with Hyperactivity↗