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1.
The present study investigated individual and social antecedents of test anxiety. Based on Pekrun’s (2006) control-value theory of achievement emotions, we studied the relationship of students’ test anxiety with students’ control and value cognitions, the interaction of control and value cognitions, and parent-reported family valuing of mathematics. The sample consisted of 356 German 5th graders and their mothers. In line with theoretical assumptions, results of structural equation modeling showed that, when modeled together, control cognitions (i.e., academic self-concept) were negatively related to test anxiety while value cognitions (i.e., interest) showed a positive relationship. The significant interaction between control and value revealed that value was strongly related to test anxiety when subjective control was low and only weakly related to test anxiety when subjective control was high. High family values of mathematics were positively related to test anxiety. In addition, family values showed two indirect relations with test anxiety which were in opposite directions: Highly valuing math in families reduced students’ test anxiety by enhancing their control cognitions, and at the same time increased students’ test anxiety by enhancing students’ value cognitions. The overall indirect effect was a reduction in test anxiety, which shows that the anxiety-reducing effect via students’ control perceptions was stronger than the anxiety-enhancing effect via students’ value cognitions. 相似文献
2.
Wondimu Ahmed Alexander Minnaert Hans Kuyper Greetje van der Werf 《Learning and individual differences》2012,22(3):385-389
The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between math self-concept and math anxiety. The analysis showed a reciprocal relationship between self-concept and anxiety in math (i.e., higher self-concept leads to lower anxiety, which in turn, leads to higher self-concept). However, the magnitude of the path from anxiety to self-concept is almost half of that from self-concept to anxiety. Overall, the results provide empirical support for the theoretical notion that math self-concept and math anxiety are reciprocally related. 相似文献
3.
This mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math value, and also wrote narratives about a turning point with math and their future math plans. Thematic analysis revealed four themes in the math turning point narratives: (1) redemption, (2) contamination, (3) consistently positive, and (4) consistently negative. Quantitative analyses indicated that participants who wrote consistently positive narratives reported significantly lower math anxiety and higher math self-expectancy and math value relative to participants who wrote other types of narratives. Further, participants who wrote consistently negative turning point narratives were more likely to indicate that they would avoid math in the future. These results suggest that an individual’s memory of their early math experiences can color their math affect, math motivation, and plans for pursuing math in the future, even years after the experience has occurred. Implications for math education are discussed. 相似文献
4.
Leema Berland Rebecca Steingut Pat Ko 《Journal of Science Education and Technology》2014,23(6):705-720
Research and policy documents increasingly advocate for incorporating engineering design into K-12 classrooms in order to accomplish two goals: (1) provide an opportunity to engage with science content in a motivating real-world context; and (2) introduce students to the field of engineering. The present study uses multiple qualitative data sources (i.e., interviews, artifact analysis) in order to examine the ways in which engaging in engineering design can support students in participating in engineering practices and applying math and science knowledge. This study suggests that students better understand and value those aspects of engineering design that are more qualitative (i.e., interviewing users, generating multiple possible solutions) than the more quantitative aspects of design which create opportunities for students to integrate traditional math and science content into their design work (i.e., modeling or systematically choosing between possible design solutions). Recommendations for curriculum design and implementation are discussed. 相似文献
5.
Eunjin Seo Erika A. Patall Marlone D. Henderson Rebecca R. Steingut 《Journal of Experimental Education》2018,86(3):386-401
Self-set goals, selected by students for themselves, have known motivational benefits leading to increased autonomy and intrinsic motivation. In spite of the motivational benefits, students often fail to accomplish self-set goals because they lack the social motivator ascribed to assigned goals. The purpose of this research was to investigate methods of increasing students' commitments to self-set goals using implementation intentions: plans for when, where, and how to work toward a goal. The results of two studies revealed that implementation intentions increased students' performance on self-set goals relative to assigned goals through enhanced goal commitment and effort. Our findings suggest that the positive effects of self-set goals are greater when they are coupled with implementation intentions. 相似文献
6.
Laquanda Leaven Johnson Stephanie Kelly 《Decision Sciences Journal of Innovative Education》2020,18(2):270-290
This study investigates how student dissent behaviors are affected by student predispositions (i.e., math anxiety and self‐efficacy) in supply chain related courses. The data support a model in which students’ vengeful dissent behaviors are indirectly induced by these predispositions through the mediation of perceived immediacy. It is critical for instructors to understand the relationship between these variables to help improve the classroom environment for students, which this study helps to accomplish. Instructors of quantitative courses may need to engage students with predispositions in communication outside of the classroom to foster effective relationship building away from an environment that triggers students’ anxiety. 相似文献
7.
Several studies provide preliminary evidence that computer use is positively related to academic performance; however, no clear relationship has yet been established. Using a national database, we analyzed how students’ school behavior (i.e., evaluated by English and math teachers) and standardized test scores (e.g., math and reading) are related to computer use for school work or other than school work for the tenth grade student. While controlling socioeconomic status (SES), home computer access, parental involvement, and students’ academic expectation variables, the students who used a computer for one hour per day showed more positive school behaviors and higher reading and math test scores. This article concludes with implications for future study to better understand the impact of computer use on adolescent academic development. 相似文献
8.
Parental academic conditional positive regard (PACPR) is a socializing strategy in which parents provide more affection, esteem, and attention than usual when their child studies hard and achieves in school. It is favored and recommended as a positive parenting strategy, whereas empirical findings increasingly document serious psychological costs of this well-intended strategy. PACPR can be conceptualized as an important antecedent of test anxiety. However, no study has tested this assumption yet, and research on antecedents of test anxiety is generally scarce. Based on assumptions from self-determination and control-value theory, we conducted one study with secondary students (trait test anxiety, N = 653, M = 13 years) and one study with university students (state test anxiety and test performance, N = 166, M = 20 years), to examine distal (i.e., perceived PACPR) and proximal antecedents (i.e., contingent self-esteem as value cognition; ability self-concept as control cognition) of students’ test anxiety. In line with our hypotheses, path analyses revealed a positive relation between perceived PACPR and test anxiety, and that contingent self-esteem mediated this relation. Ability self-concept showed inverse relations with test anxiety, which, in turn, predicted poorer test performance in Study 2. Unexpectedly, we found no interactive effect of contingent self-esteem and ability self-concept. Our results extend prior research on psychological costs of PACPR to the field of achievement emotions, and suggest that the detrimental effects of perceived PACPR on test anxiety can be generalized onto students with high and low ability self-concept, respectively. Possible reasons of our findings, and practical implications, are discussed. 相似文献
9.
Teachers can transmit their class-related values to their students and thus affect their students’ academic development in regular classes. This so-called value transmission has mostly been examined with respect to emotional contagion, that is, the transmission of rather affective values (e.g., enjoyment) from teachers to their students through teachers’ enthusiastic behavior during instruction. However, other transmission processes might also be at play, including other value dimensions and mediation through other instructional practices. In this study, we therefore aimed to systematically test the generalizability of such value transmission effects by examining a broad spectrum of (a) teacher values, (b) instructional practices, and (c) student values. Based on longitudinal data from 1744 students and their 70 math teachers, cross-level mediation analyses revealed that teachers’ teaching enthusiasm, math enthusiasm, as well as math utility value affected their students’ values (i.e., intrinsic and utility values). Teachers’ teaching enthusiasm was transmitted to students’ values through both student-perceived enthusiastic behavior during instruction and through relevance-related instructional practices. Teachers’ subject-related values (i.e., math enthusiasm and utility value) primarily affected students’ utility value, but this transmission could not be explained by the instructional practices under investigation. Overall, our findings reveal auspicious evidence for a broader generalizability of the value transmission concept and yet also show the need to differentiate between different value dimensions and the mechanisms through which they are transmitted from teachers to their students. 相似文献
10.
Angela Lee Duckworth Heidi Grant Benjamin Loew Gabriele Oettingen Peter M. Gollwitzer 《教育心理学》2011,31(1):17-26
Adolescents struggle with setting and striving for goals that require sustained self‐discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal‐relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty‐six 2nd‐year high school students preparing to take a high‐stakes exam in the fall of their third year were randomly assigned to complete either a 30‐minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self‐regulatory strategy of successful goal pursuit. 相似文献
11.
We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students. 相似文献
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13.
Students with Autism Spectrum Disorder (ASD) in secondary school settings (i.e., grades 6-12) typically struggle with multiple academic challenges. Critics have noted that secondary schools traditionally have not been particularly effective in helping students with ASD develop self-determination (e.g., self-management) skills, which are considered pre-requisites to success in academics. Thus, there is a significant need for increased parent-professional collaboration in secondary schools. This study examined the effectiveness of coaching parents to implement a technology-mediated (e.g., iPad) approach to increasing the homework-related self-management skills for mathematics of five middle school students with ASD. Results indicate that these five students significantly increased their math homework self-management skills as a consequence of effectively using iPad applications when coached by their parents. 相似文献
14.
Little is known about the development of mathematics anxiety in elementary school students. To address this gap in knowledge, the authors evaluated students in Grades 3 and 6 on measures of mathematics anxiety, school test anxiety, and attitudes toward mathematics to determine (a) whether different forms of mathematics anxiety exist, (b) whether mathematics test anxiety differs from school test anxiety, and (c) whether mathematics anxiety is related to different attitudes toward mathematics. Evidence was found for two distinct forms of mathematics anxiety: test and problem-solving anxiety. Mathematics test anxiety increased with age relative to mathematics problem-solving anxiety; this result demonstrated that children become more anxious about mathematics testing situations as they progress through school. Mathematics test anxiety was related, but not identical, to school test anxiety, and students in both grades were less anxious about math tests than about academic testing generally. Finally, older students tended to show more positive attitudes toward mathematics than did younger students, and relations between these attitudes and the two forms of mathematics anxiety also changed between Grades 3 and 6. 相似文献
15.
The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers. 相似文献
16.
Zuway‐R. Hong 《International Journal of Science Education》2013,35(15):1971-1988
This study investigated the effects of a collaborative science intervention on high achieving students’ learning anxiety and attitudes toward science. Thirty‐seven eighth‐grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20‐week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty‐eight eighth‐grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants’ learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow‐up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided. 相似文献
17.
Wenshu Luo Scott G. ParisDavid Hogan Zhiqiang Luo 《Contemporary educational psychology》2011,36(2):165-176
This study investigated how achievement goals are combined to affect students’ learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four types of goal clusters emerged from latent class cluster analyses: Diffuse (moderate multiple), Moderate Mastery (moderate mastery/low performance approach and avoidance), Success Oriented (moderate mastery/high performance approach and avoidance), and Approach (high mastery and performance approach/low performance avoidance). Analyses of covariance were conducted to compare these four clusters on eleven cognitive, behavioral, and affective learning outcomes. In general, students in the Success Oriented and Approach groups were higher on self-efficacy, subjective task values, class engagement, homework engagement, time management, and meta-cognitive self-regulation than those in the other two groups. In addition, students in the Approach and Moderate Mastery groups were more likely to make effort when encountering difficulties in learning math, showed lower test anxiety, lower negative affect, and achieved higher scores in math than students in the other two groups. These findings suggest that the goal profile with high mastery and performance approach goals combined with low performance avoidance goals is most beneficial for learning, whereas high performance approach goals, when associated with performance avoidance goals, have some negative effects on affective outcomes. The patterns help to refine distinctions in performance goals, and are discussed in the context of academic achievement in Singapore. 相似文献
18.
《Journal of Experimental Education》2013,81(2):218-240
In this article, the author used a parenting style framework to explain mixed evidence about the influence of teacher practices on student outcomes. Participants included 3 fifth-grade math teachers and 45 of their students. The author assessed teacher practices, teaching style (i.e., demandingness and responsiveness), student engagement, self-efficacy, and standardized achievement test scores. The most academically and socially competent students were those who experienced an authoritative teaching style (i.e., consistent classroom management, support of student autonomy, and personal interest in students). The author found disengagement and limited ability beliefs in the authoritarian context (i.e., consistent classroom management but limited autonomy support and limited personal interest in students). She found smaller academic gains in the permissive context (i.e., inconsistent management, autonomy support, and interest in students). 相似文献
19.
Scheunemann Anne Schnettler Theresa Bobe Julia Fries Stefan Grunschel Carola 《European Journal of Psychology of Education - EJPE》2022,37(4):1141-1164
Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.
相似文献20.
Davide Girardelli Vijay K. Patel Janine Martins-Shannon 《Educational Research and Evaluation》2017,23(3-4):119-137
An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students’ in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes. 相似文献