The Relationship between Test Anxiety and Self-Regulation on Students' Motivation and Learning [microform] / Hefer Bembenutty, Wilbert J. McKeachie and Stuart A. Karabenick
- Bib ID:
- 5621581
- Format:
- Book and Microform
- Author:
- Bembenutty, Hefer
- Online Version:
- https://eric.ed.gov/?id=ED424244
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington D.C.] : Distributed by ERIC Clearinghouse, 1998
- 12 p.
- Summary:
-
The detrimental effects of test anxiety on knowledge acquisition as well as performance can occur by interfering with students' motivational tendencies and the use of effective cognitive and learning strategies. A promising conceptual approach to the constellation of student characteristics that may moderate the effects of test anxiety is self-regulation, the processes that maintain the cognition, affect, and behavior necessary to achieve intended goals. Self-regulation involves study environment management and the effort to regulate the learning process, securing academic success. This study examined the ways in which test anxiety and students' use of self-regulation relate to students' motivational tendencies, use of learning strategies, and academic performance. These relationships were examined by focusing on 429 college students who were low-, medium-, or high-test anxiety subjects and either low or high self-regulated learners. While definite relationships between test anxiety and self-regulation on students' motivation and use of learning strategies were found, moderating effects were not seen, at least as far as self-regulation was operationalized in this study. These findings suggest the need for additional studies of whether alternative ways to operationalize self-regulation may reveal moderating effects. (Contains 2 tables and 31 references.) (Author/SLD)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the American Psychological Society (Washington, DC, May 1998).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Genre/Form:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary, dramatic or musical work
- Published status:
- Published
- Publication date:
- 1998
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Similar items
- Learning theory and classroom practice [by] David P. Ausubel
- Learning and activation [by] R. A. Champion
- Readings in classroom learning [compiled by] Sherman H. Frey [and] Earl S. Haugen
- The Road to learning [microform] : made pleasant with lessons and pictures
- The Road to learning [electronic resource] : made pleasant with lessons and pictures