Effect of Anxiety and Self-Efficacy on Class Performance in Arabic Language Online Class
Bibliographic record
Abstract
This study aimed to explore the effect of anxiety and self-efficacy on class performance in Arabic language online classes. This study used a quantitative research approach, and the data was collected through a survey instrument administered to 148 first-year Arabic learner students enrolled in an Arabic language online class. The data were analysed using descriptive statistics as well as a structural equation model to examine the relationship between variables. The study’s results showed that anxiety had a negative effect on class performance, while self-efficacy positively impacted class performance. Therefore, anxiety is the main contributor to Arabic online learning performance. Additionally, self-efficacy was found to have a moderating effect on the relationship between anxiety and class performance. The findings of this study suggest that anxiety and self-efficacy are important factors to consider in an online learning environment, as they can significantly impact class performance. Based on the results of this study, it is recommended that educators in online learning environments implement strategies to enhance self-efficacy and reduce anxiety levels among their students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".