التفاصيل البيبلوغرافية
| العنوان: |
Metacognition as a Mediator of the Effect of Test Anxiety on a Surface Approach to Studying. |
| المؤلفون: |
Spada, MarcantonioM.1 (AUTHOR) m.spada@roehampton.ac.uk, Nikcevic, AnaV.2 (AUTHOR), Moneta, GiovanniB.3 (AUTHOR), Ireson, Judy4 (AUTHOR) |
| المصدر: |
Educational Psychology. Oct2006, Vol. 26 Issue 5, p615-624. 10p. 1 Diagram, 1 Chart. |
| مصطلحات موضوعية: |
*METACOGNITION, *COGNITION, *SELF-control, *ANXIETY, *PSYCHOLOGICAL stress, *EDUCATION, *LEARNING, *SOCIAL sciences, *LIFE skills, *STUDY skills |
| مستخلص: |
This study investigated the role of metacognition as a mediator of the effect of test anxiety on a surface approach to studying. The following scales were completed by 109 undergraduate social sciences students: Approaches and Study Skills Inventories for Students (ASSIST), Metacognitions Questionnaire (MCQ), and Test Anxiety Scale (TAS). Positive and significant correlations were observed between test anxiety and a surface approach to studying, and between all five dimensions of metacognition and test anxiety. Positive and significant correlations were also found between four of the five dimensions of metacognition and a surface approach to studying. Structural equation modelling was used to test a mediational model in which test anxiety predicted metacognition which in turn predicted a surface approach to studying. The results supported the hypothesis that the effect of test anxiety on a surface approach to studying is entirely mediated by metacognition. The practical implications of these findings are outlined. [ABSTRACT FROM AUTHOR] |
| قاعدة البيانات: |
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