Predicting test anxiety using the 3x2 achievement goal model

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2021-01-21 DOI:10.1080/21683603.2020.1816237
Christopher L. Thomas
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引用次数: 6

Abstract

ABSTRACT Past research has demonstrated that the reasons underlying students’ decisions to engage in academic tasks (i.e., achievement goals) are associated with the experience of test anxiety. Empirical investigations focused on the association between achievement goals and test anxiety have historically been guided by the dichotomous, trichotomous, and 2 × 2 achievement goal models. However, few investigations have explored the association between achievement goals and test anxiety using the newly developed 3 × 2 achievement goal model. Therefore, the current study was designed to determine if task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goal orientations are associated with cognitive, physical, and social dimensions of test anxiety. Participants (N = 482) completed the 3 × 2 achievement goal questionnaire, the reactions to tests instrument, and the social derogation subscale of the FRIEDBEN test anxiety scale. Results indicated that after controlling for important covariates, task-approach goals were a negative predictor of worry, test-irrelevant thinking, tension, bodily symptoms, and fear of social derogation. Interestingly, the results of the current examination highlight that the endorsement of other-avoidance goals is associated with an increased fear of social derogation. The discussion explores how efforts to promote task-approach focused goals may be an effective method of reducing test anxiety within undergraduate and graduate populations.
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利用3x2成就目标模型预测考试焦虑
过去的研究表明,学生参与学业任务(即成就目标)的决定背后的原因与考试焦虑的经历有关。历史上,关于成就目标与考试焦虑之间关系的实证研究一直以二分法、三分法和2 × 2成就目标模型为指导。然而,很少有研究使用新开发的3 × 2成就目标模型来探讨成就目标与考试焦虑之间的关系。因此,本研究旨在确定任务取向、任务回避、自我取向、自我回避、他人取向和他人回避目标取向是否与考试焦虑的认知、身体和社会维度相关。482名被试完成了3 × 2成就目标问卷、测试工具反应和FRIEDBEN测试焦虑量表的社会减损子量表。结果表明,在控制了重要的协变量后,任务方法目标是焦虑、与测试无关的思维、紧张、身体症状和对社会贬低的恐惧的负向预测因子。有趣的是,目前的研究结果强调,认同他人回避目标与对社会贬损的恐惧增加有关。讨论探讨了如何努力促进以任务方法为中心的目标可能是减少本科生和研究生群体考试焦虑的有效方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
期刊介绍: The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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