Role of academic self-efficacy in moderating the relation between task importance and test anxiety

Nie, Youyan; Lau, Shun; Liau, Albert K.

doi:10.1016/j.lindif.2011.09.005

Cited by 103 publications

(80 citation statements)

References 35 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Consistent with social cognitive theory (Bandura 1997) and recent research (Nie et al 2011), students who experienced more anxiety had lower STEM self-efficacy relative to their peers who experienced little anxiety. Students' perceptions of their ability to succeed in their STEM courses were therefore adversely affected by their STEM-related anxiety.…”

Section: Discussionsupporting

confidence: 73%

“…On the other hand, there is ample empirical evidence suggesting that negative emotions are associated with decreased self-efficacy (Akin and Kurbanoglu 2011;Nie et al 2011) and that intrinsic motivation is positively related to self-efficacy (Bryan et al 2011;Glynn et al 2011). Thus, building on our hypotheses regarding systemizing cognitive style, we further expected learning anxiety to negatively predict self-efficacy and intrinsic motivation to positively predict self-efficacy.…”

Section: The Present Studymentioning

confidence: 99%

See 1 more Smart Citation

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

et al. 2018

View full text Add to dashboard Cite

For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, selfefficacy, and motivation to explain students' academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.

show abstract

Section: Discussionsupporting

confidence: 73%

Section: The Present Studymentioning

confidence: 99%

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

et al. 2018

View full text Add to dashboard Cite

show abstract

“…A number of empirical findings have offered support for a negative association between self-efficacy and stress or test anxiety among college students (e.g., Barrows et al, 2013;Bandalos, Finney, & Geske, 2003;Bandalos, Yates, & Thorndike-Christ, 1995;Bong, Cho, Ahn, & Kim 2012;Gigliotti & Huff, 1995;Nie, Lau, & Liau, 2011;Onyeizugbo, 2010).…”

Section: Self-efficacymentioning

confidence: 99%

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

Sperling¹,

Reeves²,

Gervais³

et al. 2017

PSYCH

View full text Add to dashboard Cite

Four studies report the development and psychometric properties of the new Self-Regulated Learning Test Anxiety Scale (SRLTAS). The measure assesses aspects of test anxiety (TA) from a Self-Regulated Learning (SRL) perspective and provides evidence regarding areas of TA that may be targeted for subsequent learning strategy interventions. Study 1 provided descriptive information, explored the factor structure, and addressed variance in TA across test item formats and student characteristics. Study 2 examined the stability of the SRLTAS and explored initial relations between the SRLTAS and other known TA measures. Study 3 provided confirmatory validity evidence and tested the factor structure in a new sample. Study 4 provided extended validity evidence as SRLTAS scores were examined with other representative SRL scores.

show abstract

“…Yet, the negative effects of stress may be attenuated by individuals' self-efficacy, that is, beliefs about the capability to master new or challenging tasks, to perform a given behavior, or to exercise control over events (Bandura 1997(Bandura , 2006Pinquart et al 2003). Young people who reported high levels of academic self-efficacy not only displayed less test anxiety at school (Nie et al 2011) and better achievement outcomes (Burger and Walk, in press), but also evaluated their lives more positively than their peers with lower levels of self-efficacy . From this perspective, it is a reasonable assumption that both perceived stress in education and selfefficacy will affect young people's life satisfaction.…”

Section: Introductionmentioning

confidence: 99%

The Role of Perceived Stress and Self-Efficacy in Young People’s Life Satisfaction: A Longitudinal Study

Burger

Samuel

2016

J Youth Adolescence

147

104

View full text Add to dashboard Cite

Life satisfaction is an important indicator of successful development. However, adolescents' life satisfaction tends to be relatively unsteady, and environmental influences play a critical role in shaping life satisfaction among adolescents in the transition to young adulthood. Given the paramount importance that education plays in adolescents' lives, adolescents' life satisfaction may vary as a function of school-related stress experience. At the same time, coping resources may help reduce adverse effects of stress on life satisfaction. With this in mind, we examined whether, and to what extent, perceived stress in education and general self-efficacy (a resource that facilitates coping) affect the life satisfaction of adolescents in transition to young adulthood. We distinguished between baseline levels of stress and self-efficacy and within-person change in stress and self-efficacy to determine whether life satisfaction is sensitive to fluctuations in stress and self-efficacy when person-specific levels of stress and self-efficacy are taken into account. Estimating growth curve models on data from a panel study on the life trajectories of compulsory-school leavers (n = 5,126, 55.3% female), we found that baseline levels of stress and self-efficacy, as well as within-person change in stress and self-efficacy, affected adolescents' life satisfaction.Moreover, our results showed that baseline self-efficacy mitigated the negative effect of baseline stress on life satisfaction. These findings improve our understanding of two major psychological determinants of adolescents' life satisfaction and extend our knowledge of life satisfaction trajectories during the transition to young adulthood.

show abstract

Role of academic self-efficacy in moderating the relation between task importance and test anxiety

Cited by 103 publications

References 35 publications

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

The Role of Perceived Stress and Self-Efficacy in Young People’s Life Satisfaction: A Longitudinal Study

Contact Info

Product

Resources

About