Literaturnachweis - Detailanzeige
| Autor/inn/en | Putwain, David W.; Woods, Kevin A.; Symes, Wendy |
|---|---|
| Titel | Personal and Situational Predictors of Test Anxiety of Students in Post-Compulsory Education |
| Quelle | In: British Journal of Educational Psychology, 80 (2010) 1, S.137-160 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-0998 |
| DOI | 10.1348/000709909X466082 |
| Schlagwörter | Compulsory Education; Student Motivation; Test Anxiety; Teaching Methods; Influences; Models; Academic Achievement; Correlation; Objectives; College Students |
| Abstract | Background: Recent models of evaluation anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of test anxiety, but do not theorize a route for situational influences. Aim: To investigate the relationship between test anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals. Sample: One-hundred and seventy five students at a sixth-form college following pre-degree courses in Psychology and Sociology. Method: Self-report data were collected for test anxiety, personal achievement goals, academic self-concept, perceived test competence, teachers' achievement goals, and parental pressure/support. Relationships were examined through correlational and regression analyses. Results: The relationship between test anxiety and personal knowledge beliefs differed for the various components of test anxiety. A mastery-avoidance goal was related to worry and tension, and a performance-approach goal to bodily symptoms. Perceived academic competence was related to worry and tension. Parental pressure was associated with stronger worry and test-irrelevant thinking components directly, and with a stronger bodily symptoms component indirectly through a performance-approach goal. Teachers' performance-avoidance goals were related to worry, tension, and bodily symptoms indirectly through personal performance-avoidance goals, and in the case of bodily symptoms additionally through a performance-approach goal. Conclusion: Findings provide partial support for the self-regulatory model of test anxiety suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between test anxiety and achievement goals. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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