Correlation of anxiety with teacher interaction, self-esteem and value

Abstract

This study tries to see the relationship among the variables (anxiety, teacher-interaction, self-esteem and values given to language) and it attempts to measure the levels of these variables from different perspectives. The participants of the study were drawn from the Department of Foreign Languages and Literature at Addis Ababa University. Freshman students took part in the study. The study used quantitative approaches. Correlation and regression analyses were employed. In this regard, both descriptive and inferential statistics were made. The results of the study showed that freshman students were anxious and there were many factors that made them apprehensive. Among these factors were teacher interaction and low self-view. The one sample t-test result showed that the average anxiety, self-esteem and teacher-student interaction scores of the students differed significantly from the media and they were found to be significant. There was also a modest inverse correlation among the dependent (anxiety) and the independent variables (teacher interaction, values and self-esteem). Regarding the regression analysis, the combined effect of these variables (teacher interaction, self-esteem and value) affected the emotional stability of the learners’ anxiety. Based on the findings, conclusions are forwarded.

Keywords: Anxiety, teacher-student, interaction, self-esteem.