Tabel 1. Correlations of the results for students of psychology – pedagogy
Motivation Attitude Anxiety English Test Motivation Pearson Correlation 1 .862** -.402** .225** Attitude Pearson Correlation 1 -.279** .116 Anxiety Pearson Correlation 1 -.228** Note. N = 131, ** p < .01
When extended to the whole sample (all students regardless their major), the results’ significance remained unchanged. So the next step was to look for the differences between students who major in English and those who do not, in terms of affective factors that influence learning a foreign language. We compared the results of students from the faculty of psychology-pedagogy with those from the faculty of letters. The t test performed showed significant difference in the results for the performance in English in the two groups due to the affective factors. The means indicate that students majoring in English are more motivated and have a more favourable attitude towards learning English than students in psychology – pedagogy, whereas the latters are more anxious during foreign language classes.
Tabel 2. T test results concerning differences between students from the faculty of psychology-pedagogy and those from the faculty of letters
t df Mean Difference Sig. (2-tailed) D Cohen
Motivation 2.68 129 11.75 .008 .47
Attitude 3.25 129 4.82 .001 .57
Anxiety -2.09 129 -7.05 .038 .36