Test-Taking Skills of Secondary Students: The Relationship with Motivation, Attitudes, Anxiety and Attitudes towards Tests

Autor/inn/en	Dodeen, Hamzeh M.; Abdelfattah, Faisal; Alshumrani, Saleh
Titel	Test-Taking Skills of Secondary Students: The Relationship with Motivation, Attitudes, Anxiety and Attitudes towards Tests
Quelle	In: South African Journal of Education, 34 (2014) 2, Artikel 866 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Test Wiseness; Secondary School Students; Student Motivation; Student Attitudes; Mathematics Instruction; Mathematics Anxiety; Foreign Countries; Rating Scales; Questionnaires; Surveys; Correlation; Grade 10; Grade 11; Grade 12; Statistical Analysis; Learning Strategies; Saudi Arabia + Suchen Sie Ihr Suchwort? Sekundarschüler; Schulische Motivation; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Ausland; Rating-Skala; Fragebogen; Survey; Umfrage; Befragung; Korrelation; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Statistische Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Saudi-Arabien
Abstract	Test-taking skills are cognitive skills that enable students to undergo any test-taking situation in an appropriate manner. This study is aimed at assessing the relationship between students' test-taking skills and each of the following variables: motivation to learn mathematics; mathematics anxiety; attitudes towards mathematics; and attitudes towards tests. The study was conducted on a random sample of 626 (372 males and 254 females) secondary school students. The following instruments were used in the data collection: the Test-taking Skills Scale (TSS); the Mathematics Motivated Strategies for Learning Questionnaire (MMSLQ); the Mathematics Anxiety Scale-Revised (MAS-R); the Mathematics Attitude Inventory (MAI); and the Attitude towards Tests Scale (ATS). A positive and significant relationship was reported between students' test-taking skills and each student's motivation to learn mathematics, attitudes towards mathematics, and attitudes towards tests; while mathematics anxiety was shown to have a significant negative relationship with test-taking skills. Test-taking skills account for more than 30% of the variation in motivation to learn mathematics, 25% in attitudes towards mathematics, 17% in mathematics anxiety, and more than 40% in attitude toward tests. The study concluded the improvement of secondary students' testing skills to be significantly correlated with variables that play a substantial role in a student's level of achievement in mathematics. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01