التفاصيل البيبلوغرافية
| العنوان: |
Metacognition as a Mediator of the Effect of Test Anxiety on a Surface Approach to Studying. |
| المؤلفون: |
Spada, MarcantonioM., Nikcevic, AnaV., Moneta, GiovanniB., Ireson, Judy |
| 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] |
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| قاعدة البيانات: |
Complementary Index |
