Melola Discovery

← Melola Discovery

Open access Jurnal

Risk-taking and Self-actualization in EFL Positive Classroom Environment

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 3 No. 3 (2020) · pp. 352–365

DOI
10.34050/elsjish.v3i3.10877
ISSN
2621-0835, 2621-0843
Published
2020-09-25
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-nc/4.0

Abstract

This study expresses a positive classroom environment depending on two axes; physical setting of the classroom and the role of the teacher as a positive atmosphere creator. By applying the proposed environment, the study tries to discover the impact of it on EFL college students’ self-actualization and risk-taking. To obtain the objectives and to verify a hypothesis, an experimental design was applied by using two groups, experimental and control. The sample of the study consists of sixty EFL first stage college students divided into two groups, each of which is thirty. The first group is the experimental, which is taught in a positive classroom environment as stated by this study. The second group is the control one, which is taught traditionally by letting the classroom as it is, without any positive addition. Two measurement tools have been used; a scaled questionnaire that has been adapted from Stephen D. Luft (2007), and a self-actualization scale that is developed by Jones & Crandall (1986).Using a t-test for the two independent samples shows notable effects on EFL college students’ risk-taking and self-actualization. Based on the results obtained, educational implications that are concerned with teachers and students have been put forward.

Keywords

Collaboration network of the authors

6 authors · 9 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
NashruddinAffiliation unknown1
Fakhriawan Fathu RahmanAffiliation unknown1
La Ode Achmad SuhermanAffiliation unknown1
Zainab Mohammed RadhiAffiliation unknown1
Atyaf Hassan IbrahimAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Risk-taking and Self-actualization in EFL Positive Classroom Environment</dc:title>
	<dc:creator xml:lang="en">Al-Obaydi, Liqaa Habeb</dc:creator>
	<dc:subject xml:lang="en">self-actualization</dc:subject>
	<dc:subject xml:lang="en">risk-taking</dc:subject>
	<dc:subject xml:lang="en">EFL</dc:subject>
	<dc:subject xml:lang="en">positive classroom environment</dc:subject>
	<dc:description xml:lang="en">This study expresses a positive classroom environment depending on two axes; physical setting of the classroom and the role of the teacher as a positive atmosphere creator. By applying the proposed environment, the study tries to discover the impact of it on EFL college students’ self-actualization and risk-taking. To obtain the objectives and to verify a hypothesis, an experimental design was applied by using two groups, experimental and control. The sample of the study consists of sixty EFL first stage college students divided into two groups, each of which is thirty. The first group is the experimental, which is taught in a positive classroom environment as stated by this study. The second group is the control one, which is taught traditionally by letting the classroom as it is, without any positive addition. Two measurement tools have been used; a scaled questionnaire that has been adapted from Stephen D. Luft (2007), and a self-actualization scale that is developed by Jones &amp;amp; Crandall (1986).Using a t-test for the two independent samples shows notable effects on EFL college students’ risk-taking and self-actualization. Based on the results obtained, educational implications that are concerned with teachers and students have been put forward.    </dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2020-09-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/10877</dc:identifier>
	<dc:identifier>10.34050/elsjish.v3i3.10877</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 3 No. 3 (2020): SEPTEMBER; 352-365</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/elsjish.v3i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/10877/5847</dc:relation>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>