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The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics
This article presents the results of a study on the relationship between conscious self-regulation of learning activity, test anxiety and performance in the Unified State Exam in mathematics in a sample of Russian students (N = 231). The Self-Regulation Profile of Learning Activity Questionnaire (SR...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7016863/ https://www.ncbi.nlm.nih.gov/pubmed/31887980 http://dx.doi.org/10.3390/bs10010016 |
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author | Morosanova, Varvara Fomina, Tatiana Filippova, Elena |
author_facet | Morosanova, Varvara Fomina, Tatiana Filippova, Elena |
author_sort | Morosanova, Varvara |
collection | PubMed |
description | This article presents the results of a study on the relationship between conscious self-regulation of learning activity, test anxiety and performance in the Unified State Exam in mathematics in a sample of Russian students (N = 231). The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ, 2015) and Spielberger’s Test Anxiety Inventory (TAI) (Russian adaptation, 2004) were used to measure self-regulation and anxiety, respectively. The study also took into account the students’ results for the Unified State Exam in mathematics. The study revealed a negative correlation for the test anxiety indicators with both the exam results and regulatory characteristics. The cluster analysis identified groups of students that differed in their level of self-regulation development, anxiety indicators, and the math exam result. It appears that students who have the lowest exam results are characterized not only by high test anxiety rates, but also by lower self-regulation levels. The regression analysis within the groups showed that a higher exam result is largely associated with a person’s regulatory resources. Examination success is based not so much on the ability to cope with adverse functional states, but on the maturity and stability of an integrated system of conscious self-regulation, which determines students’ effectiveness in achieving educational goals. |
format | Online Article Text |
id | pubmed-7016863 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-70168632020-02-28 The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics Morosanova, Varvara Fomina, Tatiana Filippova, Elena Behav Sci (Basel) Article This article presents the results of a study on the relationship between conscious self-regulation of learning activity, test anxiety and performance in the Unified State Exam in mathematics in a sample of Russian students (N = 231). The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ, 2015) and Spielberger’s Test Anxiety Inventory (TAI) (Russian adaptation, 2004) were used to measure self-regulation and anxiety, respectively. The study also took into account the students’ results for the Unified State Exam in mathematics. The study revealed a negative correlation for the test anxiety indicators with both the exam results and regulatory characteristics. The cluster analysis identified groups of students that differed in their level of self-regulation development, anxiety indicators, and the math exam result. It appears that students who have the lowest exam results are characterized not only by high test anxiety rates, but also by lower self-regulation levels. The regression analysis within the groups showed that a higher exam result is largely associated with a person’s regulatory resources. Examination success is based not so much on the ability to cope with adverse functional states, but on the maturity and stability of an integrated system of conscious self-regulation, which determines students’ effectiveness in achieving educational goals. MDPI 2019-12-26 /pmc/articles/PMC7016863/ /pubmed/31887980 http://dx.doi.org/10.3390/bs10010016 Text en © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Morosanova, Varvara Fomina, Tatiana Filippova, Elena The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics |
title | The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics |
title_full | The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics |
title_fullStr | The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics |
title_full_unstemmed | The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics |
title_short | The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics |
title_sort | relationship between the conscious self-regulation of schoolchildren’s learning activity, their test anxiety level, and the final exam result in mathematics |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7016863/ https://www.ncbi.nlm.nih.gov/pubmed/31887980 http://dx.doi.org/10.3390/bs10010016 |
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