Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support.

Autor/inn/en	Raufelder, Diana; Regner, Nicola; Wood, Megan A.
Titel	Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support.
Quelle	In: Educational psychology, 38 (2018) 1, S. 54-74Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0144-3410; 1469-5820
DOI	10.1080/01443410.2017.1304532
Schlagwörter	Angst; Emotion; Emotionales Verhalten; Emotionalität; Fremdwahrnehmung; Leistungsdruck; Motivationsstörung; Selbstwahrnehmung; Adoleszenz; Lehrer-Schüler-Interaktion; Schulische Motivation; Schulleistung; Prüfungsangst; Lernmotivation; Motivation; Hilflosigkeit; Unterstützung; Jugendlicher
Abstract	The aim of the present study was to examine the interplay between test anxiety (i.e. worry and emotionality) and learned helplessness in a sample of adolescents (N=845, aged 13-17 years) in secondary schools in Germany. In accordance with the buffering hypothesis, it was hypothesised that the detrimental association between both components of text anxiety and helplessness in school would be buffered by students' perception of their teachers as positive motivators (TPM). TPM refers to student motivation within the academic context, which results from their perception of teacher support. Interesting differences between the two components of test anxiety were identified: emotionality was positively associated with helplessness in school, whereas worry was negatively associated. Using latent moderated structural equations (LMS), the findings revealed that TPM functions as a moderator in the interplay between emotionality and learned helplessness. Despite these results, TPM did not operate as a buffer between emotionality and learned helplessness since helplessness in school was the highest when students perceived some degree of TPM. These findings make a case for implementing specific psychological interventions within the school context in order to prevent helplessness in school. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2