Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates

González, Antônio Paz; Rodríguez, Yolanda Troyano; Failde, José María; Carrera, María Victoria

doi:10.1016/j.lindif.2015.12.019

Cited by 42 publications

(50 citation statements)

References 44 publications

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“…Many previous studies also present that self-concept precede anxiety (Ahmed, Minnaert, Kuyper, & Werf, 2012). Students with having positive self-concept apply self-regulatory strategies so as to highly involve in education, and as a result experience less anxiety which effects on academic performance (González, Rodríguez, Faílde, & Carrera, 2016). Hence, academic engagement can change both negative thoughts and self-concept as well as lessen prediction of test anxiety.…”

Section: Introductionmentioning

confidence: 97%

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Maralani¹,

Lavasani²,

Elaheh³

2016

JEL

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Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural equation modeling. Therefore, the cluster sampling of 289 female students of Hamedan province was carried out in some phases. Also, the participants were supposed to fill some questionnaires on aspects of academic engagement (Reeve & Tseng, 2011), basic psychological needs (La Guardia, 2000), and Ahwaz inventory test anxiety (2002). The results of structural equation modeling show that exogenous variable of basic psychological needs effects directly positive and significantly on academic engagement; also, effects directly negative and meaningfully on test anxiety. However, the indirect effect on test anxiety because of academic engagement is not significant. The justification is that the relationship between academic engagement and test anxiety is not meaningful. According to findings, basic psychological needs can be highlighted as the most important factor so as to increase academic engagement of students, and decrease their test anxiety.

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Section: Introductionmentioning

confidence: 97%

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Maralani¹,

Lavasani²,

Elaheh³

2016

JEL

View full text Add to dashboard Cite

show abstract

“…The results that highlight the positive and negative impact of self‐efficacy (a dimension of expectancy construct of motivation) on positive and negative emotions, respectively, were proved by Mega et al () and Zhen et al (). In a similar way, Marchand and Gutierrez () and González et al () found that in distance and blended learning, self‐efficacy is linked to negative (frustration and anxiety) and positive (hope) emotions, and both impact learning strategies.…”

Section: Related Workmentioning

confidence: 77%

“…Several studies describe separately the causal relationships among cognition, metacognition, and learning performance in various learning contexts (mainly in distance and face‐to‐face learning). González, Rodríguez, Faílde, and Carrera (), Mega, Ronconi, and De Beni (), Pérez, Costa, and Corbí (), and Su () modelled the impact of different constructs in academic achievements on face‐to‐face learning. Comparative studies in different contexts (i.e., distance, blended, and face‐to‐face learning) have been carried out to determine the role of metacognitive strategies such as self‐regulation.…”

Section: Related Workmentioning

confidence: 99%

“…Although both self‐regulation and critical thinking are metacognitive processes that include several skills (Dwyer, Hogan, & Stewart, , ; Van Gelder, ) and are crucial for the control of cognition (Efklides, ), the impact of both on academic achievements has been described separately. For example, the effect of self‐regulation on learning outcomes has been studied as a single construct (Mega et al, ; Pekrun, Goetz, Titz, & Perry, ; Pintrich & de Groot, ) and as a part of academic engagement (González et al, ). Also, Haseli and Rezaii () and Kong () show the positive impact of critical thinking on educational achievements.…”

Section: Related Workmentioning

confidence: 99%

“…González et al () found that motivation (value and expectancy) has a direct effect on self‐regulation. Similarly, intrinsic value and self‐efficacy are highly correlated with cognitive strategies (rehearsal, elaboration, and organization) and self‐regulation (Pintrich & de Groot, ).…”

Section: Related Workmentioning

confidence: 99%

See 2 more Smart Citations

Factors affecting student learning performance: A causal model in higher blended education

Ramírez-Arellano

Gonzaga

Reyes

et al. 2018

Computer Assisted Learning

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In Mexico, approximately 504,000 students pursue a bachelor's degree by means of distance or blended programmes. However, only 42% of these students conclude their degree on time. In the context of blended learning, the focus of this research is to present a causal model, based on a theoretical framework, which describes the relationships concerning motivations, emotions, cognitive strategies, metacognitive strategies, and learning strategies, and their impact on learning performance. The results suggest that negative emotions play a meaningful role between expectancy (a component of motivation) and learning strategies. Also, the expectancy component of motivation positively influences metacognitive strategies. Concerning the relationship between cognition and metacognition, metacognitive strategies take preference concerning the relationship between metacognitive and learning strategies, supporting the theoretical hypothesis that metacognitive processes are on a higher plane than cognition, and affect cognitive process directly. Moreover, the learning outcomes are directly influenced by cognitive and learning strategies, but not by metacognitive ones. Similarly, motivation has direct effects on metacognitive and learning strategies but not on cognitive ones.

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The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among Chinese adolescent students

et al. 2016

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This study was to assess the moderating roles of intrinsic value in the relation of basic psychological needs support to academic engagement in mathematics. We recruited 246 middle school students by using the Basic Psychological Needs Support Scale, the Intrinsic Value Scale and the Academic Engagement Scale. This study found that both basic psychological needs support and intrinsic value had significant predictions on the three aspects of academic engagement. Moreover, the interaction item between basic psychological needs support and intrinsic value could significantly affect emotional and cognitive engagement, but not behavioural engagement. The findings indicated that except for behavioural engagement, the associations between basic psychological need support and emotional or cognitive engagement could be moderated by intrinsic value. This study provides a special perspective for educators and researchers to recognise the role of intrinsic value in promoting adolescents' higher levels of involvement in mathematics class.

show abstract

Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates

Cited by 42 publications

References 44 publications

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Factors affecting student learning performance: A causal model in higher blended education

The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among Chinese adolescent students

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