Studying the Effects of Teaching Cognitive and Metacognitive Strategies on Self-regulation Learning and Test Anxiety of Orphan Girl Students

Mojarad, Sara Nasrollahian; Shabani, Somayeh; AhmadiGatab, Teymor

doi:10.1016/j.sbspro.2013.06.793

Cited by 1 publication

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, our findings revealed that metacognitive and social test preparation strategies did not significantly predict students' worry test anxiety. Similar studies also have indicated no significant effect of metacognitive learning strategies on students' test anxiety [42]. It could be that underlying students' worrying about their tests is the fear of failure factor precipitated by a perceived lack of strategies that can lead to comprehension and retrieval of information related to the test.…”

Section: Discussionmentioning

confidence: 88%

Associations between Students’ Test Preparation Strategies and Test Anxiety: Gender, Age, and Parents’ Level of Education as Control Variables

Nwosu

Wahl

Ofojebe

et al. 2022

Education Research International

View full text Add to dashboard Cite

Although students’ test preparation tendencies are related to their test-taking confidence, empirical evidence on how students’ test preparation strategies relate to their test anxiety is still lacking. Framed within the skills deficit model, we examined the associations between students’ test preparation strategies (cognitive, metacognitive, and social preparation strategies) and their test anxiety (worry, cognitive, tension, and physiological test anxiety). Students’ gender, age, and parents’ level of education served as control variables. Participants were 248 students in two randomly selected secondary schools in Awka, Anambra state, Nigeria. Survey questionnaires were used for data collection. Major findings revealed that cognitive and metacognitive test preparation strategies significantly predicted worry and physiological indicators components of test anxiety, respectively. When the sociodemographic variables were controlled, the ΔR2 was significant only in the worry and physiological subscale. We concluded that test preparation strategies could be more associated with the worry subscale than the affective-physiological subscale. Furthermore, test preparation strategies involving monitoring and regulation could be associated to physiological indicators of test anxiety.

show abstract

Section: Discussionmentioning

confidence: 88%