Literaturnachweis - Detailanzeige
| Autor/inn/en | Parks-Stamm, Elizabeth J.; Gollwitzer, Peter M.; Oettingen, Gabriele |
|---|---|
| Titel | Implementation Intentions and Test Anxiety: Shielding Academic Performance from Distraction |
| Quelle | In: Learning and Individual Differences, 20 (2010) 1, S.30-33 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-6080 |
| DOI | 10.1016/j.lindif.2009.09.001 |
| Schlagwörter | Short Term Memory; Test Anxiety; College Students; Mathematics Tests; Television; Attention Control; Regression (Statistics); Inhibition; Metacognition; Intention; Academic Achievement |
| Abstract | College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if-then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e., task-facilitating plans). Regression analyses showed that as test anxiety increased, the effectiveness of temptation-inhibiting implementation intentions increased, whereas task-facilitating implementation intentions increasingly harmed performance as test anxiety increased. In addition, the consequences of these plans differed significantly for those high in test anxiety. Implications for effective self-regulation by test-anxious students are discussed. (Contains 2 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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