School Performance, Cultural, Social and Personality Factors and Their Relationships with Majoring in Foreign and First Languages
Bibliographic record
Abstract
This study reports the performance of 419 undergraduate and graduate students on three questionnaires addressing their biodata, social and cultural capitals and personality factors. The statistical analysis of the students’ diploma Grade Point Averages (GPAs) and monthly family income (MFI) showed that the GPAs and MFIs of students majoring in English as a foreign language were significantly higher than those majoring in Persian as a first/second language. Among the five personality factors, i.e., Neuroticism, Extroversion, Openness, Agreeableness and Conscientiousness, only the last revealed significant relationships with the eight social factors, i.e., Parental Consultation, Family-School Interaction, Family Support, Extracurricular Activities, Family Relationship, Parent-School Encouragement and Facility, Peer Interaction, and Religious Activities, for both English and Persian students. Conscientiousness, however, correlated significantly only with the GPAs of Persian students (r = .21, p <.01). Similar significant differences were found in the relationships among the GPAs and social factors underlying the social capitals of English and Persian students. Since the highest correlations obtained in the study belonged to different cultural, social and personality factors for English and Persian students, it is argued that learners approach a foreign language as a goal in itself whereas students of native languages employ them to achieve various objectives such as establishing interpersonal relationships through Extroversion and overcoming their Neuroticism through social interactions. The implications of the findings are discussed within the context of foreign language teaching and suggestions are made for future research.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".