Speaking Anxiety and its Relationship With the Cognitive Method for Secondary School Students
Speaking Anxiety and its Relationship With the Cognitive Method for Secondary School Students
Published
Nov 20, 2025Pages
727-742Abstract
The current research aims to identify the level of speaking anxiety and its relationship with the cognitive style (Tolerance of Ambiguity - Intolerance of Ambiguity) among preparatory stage students. It also aims to determine the level of speaking anxiety among preparatory stage students according to the variables: (Gender, Grade, Specialization /Major), to identify the differences in the level of cognitive style (Tolerance of Ambiguity - Intolerance of Ambiguity) according to the variables (Gender, Grade, and Specialization /Major), and to determine the relationship between speaking anxiety and the cognitive style (Tolerance of Ambiguity - Intolerance of Ambiguity).
The two researchers adopted the descriptive correlational approach. The research population consisted of (48,695) male and female students for the academic year (2023-2024). The researchers selected a stratified random sample of (488) male and female students, representing 5% of the population. To achieve the research objectives, the researchers used two tools: The first tool was the Speaking Anxiety Scale, which the researchers constructed, consisting of (35) items. The second tool was the Cognitive Style Scale (Tolerance of Ambiguity - Intolerance of Ambiguity),
which the researchers adopted from the scale developed by (Al-Mousawi, 2021), consisting of (32) items, after presenting both tools to experts and extracting their psychometric properties.
The statistical methods used in the current research are: the t-test for one sample, the t-test for two independent samples, Pearson correlation coefficient, Chi-square test, Point-biserial correlation coefficient, the Z-test for the difference between two correlation coefficients, and the Cronbach's Alpha equation.
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