Pilot Study on the Relationship of Test Anxiety to Utilizing Self-Testing in Self-Regulated Learning

Sophia C. Weissgerber and Marc-André Reinhard

International Journal of Psychological Studies, 2018, vol. 10, issue 4, 95

Abstract: Whether or not test-anxious students leverage the power of testing as potent learning tool is unclear. In a pilot study we investigated the relation of test anxiety to the utilization of testing activities and academic performance in self-regulated learning. We hypothesized that increased cognitive test anxiety would relate to less self-reported use of self-testing in favor of repetition strategies, and thus relate in turn to lower self-reported exam grades. To examine this idea, we created a scale contrasting self-testing and repetition strategies, which showed sufficient preliminary reliability and validity. The findings support our notion with respect to the cognitive interference component of test anxiety- More interference was associated with less self-testing, and the link of interference with exam grades was fully mediated by the reported degree of self-testing. Although our findings are preliminary and limited in generalizability due to small sample size and lack of factor analysis of the created scale, the results hint at one potential reason why test-anxious students may underperform. Consequently, educators might motivate their test-anxious students to rely more on effective study approaches.

Date: 2018
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/ijps/article/download/0/0/37664/38027 (application/pdf)
https://ccsenet.org/journal/index.php/ijps/article/view/0/37664 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:ijpsjl:v:10:y:2018:i:4:p:95

Access Statistics for this article

More articles in International Journal of Psychological Studies from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().