Cognitive and Emotional Components of Test Anxiety: Temporal Factors

1968 ◽  
Vol 22 (2) ◽  
pp. 451-456 ◽  
Author(s):  
Michael D. Spiegler ◽  
Larry W. Morris ◽  
Robert M. Liebert
Keyword(s):  
Graduate Students ◽  
Test Anxiety ◽  
Testing Situation ◽  
Performance Expectancy ◽  
External Cues ◽  
Temporal Factors ◽  
And Performance ◽  
The Relationship

Two investigations of the relationship between “worry” ( W) and “emotionality” ( E), components of test anxiety, and performance expectancy are reported. Undergraduate and graduate students responded to a modified form of Mandler and Sarason's TAQ containing 5 W and 5 E items. W was found to be negatively related to expectancy. E was not consistently related to expectancy but varied as a function of the external cues of the testing situation.

Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data

1967 ◽  
Vol 20 (3) ◽  
pp. 975-978 ◽  
Author(s):  
Robert M. Liebert ◽  
Larry W. Morris
Keyword(s):  
Initial Data ◽  
Test Anxiety ◽  
Performance Expectancy ◽  
Performance Expectancies ◽  
And Performance ◽  
The Relationship

This study examined the relationship between two aspects of the TAQ, identified as “worry” and “emotionality,” and performance expectancies on a college examination. For this purpose, a short Pre-examination Questionnaire was developed. As predicted, worry (W) was inversely related to performance expectancy. No relationship between expectancy and emotionality (E) was found.

scholarly journals Can Attitudes toward Statistics and Statistics Anxiety Explain Students’ Performance? // ¿Pueden las actitudes hacia la estadística y la ansiedad estadística explicar el rendimiento de los estudiantes?

2015 ◽  
Vol 20 (2) ◽  
pp. 285-304 ◽  
Author(s):  
Albert Sesé ◽  
Rafael Jiménez ◽  
Juan José Montaño ◽  
Alfonso Palmer
Keyword(s):  
Test Anxiety ◽  
Trait Anxiety ◽  
Structural Equation ◽  
Equation Modeling ◽  
Statistics Anxiety ◽  
Mediating Role ◽  
Attitudes Toward Statistics ◽  
And Performance ◽  
The Relationship ◽  
Negative Predictor

The aim of this study was to investigate the relationships between math background, trait anxiety, test anxiety, statistics anxiety, attitudes toward statistics and statistics performance in a sample of 472 university students enrolled in statistics courses of Health Sciences majors. A Structural Equation Modeling (SEM) approach showed the attitudes as the stronger direct predictor of performance, and played a full mediating role on the relationship between statistics anxiety and performance. Contrary to hypothesized, the direct contribution of math background, trait anxiety, and test anxiety to performance was non-significant. A final model posited that performance was positively and directly affected by attitudes, and in turn attitudes were positively influenced by math background and negatively affected by anxiety. Math background also appeared as negative predictor of anxiety. Finally, test anxiety was a positively direct predictor of statistics anxiety.

Evaluating the Effects of Facilitating Conditions and Usage Experience on Mobile Payment

2021 ◽  
Vol 13 (4) ◽  
pp. 88-106
Author(s):  
Ling Long Tsai
Keyword(s):  
Online Survey ◽  
Mobile Payment ◽  
Research Model ◽  
Performance Expectancy ◽  
Use Of Technology ◽  
Effort Expectancy ◽  
And Performance ◽  
Facilitating Conditions ◽  
Major Factors ◽  
The Relationship

The following research attempts to investigate the determinants influencing consumers' intention to adopt mobile payment (MP). The research model was adapted based on three constructs from the unified theory of acceptance and use of technology (UTAUT), including performance expectancy, effort expectancy, and facilitating conditions in the research model. In addition, usage experience was also added to the model to test for moderating effect. An online survey conducted through Taiwanese chat rooms resulted in 348 valid responses, which were analyzed using Smart PLS. Results indicated that (1) effort expectancy, performance expectancy, and facilitating conditions were three major factors influencing intention to use mobile payment; (2) facilitating conditions played a significant role in impacting effort expectancy and performance expectancy; (3) usage experience positively moderated the relationship between facilitating conditions and performance expectancy; and (4) usage experience also positively moderated the relationship between facilitating conditions and effort expectancy.

Relationship between Performance and Preference Measures of Cognitive Laterality

1987 ◽  
Vol 61 (1) ◽  
pp. 215-223 ◽  
Author(s):  
Lawrence Knolle ◽  
Harold W. Gordon ◽  
Danjuma Gwany
Keyword(s):  
Graduate Students ◽  
Performance Measures ◽  
Right Hemisphere ◽  
Normal Subjects ◽  
Performance Tests ◽  
Brain Functions ◽  
Left And Right ◽  
Preference Inventory ◽  
And Performance ◽  
The Relationship

This study examined the relationship between two methods of assessing cognitive laterality, one by responses on a preference inventory and the other by assessing asymmetry of hemispheric performance on tests associated with processing in the left or right cerebral hemispheres. 87 graduate students were administered both instruments. Analysis showed negative or no relations between the preference and performance measures. The performance tests associated with left- and right-hemisphere functions were taken directly or adapted from tests showing left- or right-hemisphere superiority in unilateral lesioned patients, brain-divided patients, and normal subjects. The preference inventories were constructed on the basis of the same research but have not been validly related to brain functions. The results of this study suggest that the two types of instruments do not measure the same thing.

scholarly journals The Relationship between the Conscious Self-Regulation of Schoolchildren’s Learning Activity, Their Test Anxiety Level, and the Final Exam Result in Mathematics

2019 ◽  
Vol 10 (1) ◽  
pp. 16 ◽  
Author(s):  
Varvara Morosanova ◽  
Tatiana Fomina ◽  
Elena Filippova
Keyword(s):  
Test Anxiety ◽  
Self Regulation ◽  
Integrated System ◽  
Learning Activity ◽  
Educational Goals ◽  
Final Exam ◽  
And Performance ◽  
The Relationship ◽  
Exam Result ◽  
Activity Questionnaire

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.

scholarly journals The Impact of Technostress on Student Satisfaction and Performance Expectancy

2021 ◽  
Vol 17 (4) ◽  
pp. 538
Author(s):  
Nurul Nadia Abd Aziz ◽  
Mohd Aidil Riduan Awang Kader ◽  
Roslilee Ab Halim
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Online Survey ◽  
Movement Control ◽  
Measurement Model ◽  
Performance Expectancy ◽  
And Performance ◽  
Control Order ◽  
The Impact ◽  
The Relationship

Abstract: Technostress can be seen as a relevant factor that may affect student satisfaction and student performance. However, a lack of research has been carried out to analyse the simultaneous effect of the four technostress dimensions, namely techno-overload, techno-complexity, techno-insecurity, and techno-uncertainty on student satisfaction and performance expectancy. Performance expectancy is appropriate to use as an endogenous construct since this research was carried out during open and distance learning (ODL) implementation and before the final examination. Hence, this study aims to investigate the association between the four technostress dimensions towards student satisfaction. This research also seeks to examine the relationship between student satisfaction and performance expectancy among undergraduates. A total of 500 self-administered questionnaires were distributed but 458 valid questionnaires were found. All of the respondents were at the diploma level from UiTM Pahang Branch Campus. An online survey questionnaire was used since all respondents were in their hometowns due to the Malaysian government's Movement Control Order (MCO). In this study, SEM-AMOS was conducted to evaluate the measurement model and to test the hypotheses. This study found that techno-complexity displays a more significant contribution to student satisfaction and performance expectancy than techno-uncertainty. However, the results explicitly imply that the influence of techno-overload and techno-insecurity on students' satisfaction and performance expectancy is not significant.  Keywords: Performance expectancy; student satisfaction; technostress; university students

scholarly journals The Application of P2P Lending Platform on MSMEs "GO Online Program" at NGALUP.CO

2021 ◽  
Vol 5 (1) ◽  
pp. 45-58
Author(s):  
Andina Paramita Sari ◽  
Yusaq Tomo Ardianto ◽  
Dwi Arman Prasetya
Keyword(s):  
Interest Rates ◽  
Behavioral Intention ◽  
Work Productivity ◽  
The Self ◽  
Online Program ◽  
Performance Expectancy ◽  
Quantitative Form ◽  
P2p Lending ◽  
And Performance ◽  
The Relationship

 This study aims to identify the characteristics and influence of the Self Efficacy, Social Influence, and Performance Expectancy variables on Behavioral Intention on MSME GO Online at Ngalup.co program in Malang City by utilizing the Peer to Peer (P2P) Lending Platform. This research is classified as an explanatory research, which is scientific research conducted to explain the relationship between the variables studied through hypothesis testing. Additionally, this study utilizes a quantitative form with the aim of examining the factors that influence the use of P2P Lending of Go Online Program at Ngalup.co. The TCR value falls into the high category which means that MSMEs who are members of the Ngalup.co Program in Malang City is classified as high. This means that respondents expect the use of the P2P lending system to produce output and increase work productivity. This study concludes that the respondents have the view regarding online loans as a promising platform for accessing capital for MSME businesses. Several cases indicate that online loans provide lower interest rates and risks, thus MSME business players are greatly assisted by low installments and interest.

scholarly journals Critical Factors of the Adoption of e-Textbooks: A Comparison Between Experienced and Inexperienced Users

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Wei-Hsi Hung ◽  
Pei-Hsuan Hsieh ◽  
Yao-De Huang
Keyword(s):  
Behavioral Intention ◽  
Social Impact ◽  
Theoretical Perspective ◽  
Critical Factors ◽  
Factors Affecting ◽  
Performance Expectancy ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship ◽  
And Task

The use of e-textbooks has become popular in certain countries, yet there is debate in the literature about whether it is advantageous to adopt e-textbooks and if they positively influence students’ learning and performance. Prior studies on the acceptance of e-textbooks were mainly based on one theoretical perspective, and did not differentiate samples between experienced and inexperienced users. From a social- and task-related view, this study aims to identify the critical factors that stimulate acceptance intentions of e-textbooks among tertiary students, particularly between experienced and inexperienced users. Based on 912 questionnaires, this study found that performance expectancy, perceived enjoyment, and perceived task-technology fit are the factors affecting students’ behavioral intention for acceptance in both sampling groups. However, social impact only has significant influence on acceptance intention of inexperienced users. Also, gender has a moderating effect on the relationship of performance expectancy and behavioral intention of inexperienced users only. This study provides useful implications for marketing e-textbooks, and fills the literature gap.

Effects of Test Anxiety and Coacting Groups on Learning and Performance

1970 ◽  
Vol 30 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Andreas M. Pederson
Keyword(s):  
Test Anxiety ◽  
Learning Task ◽  
Personality Variable ◽  
Associate Learning ◽  
Performance Tasks ◽  
Group Situation ◽  
Multiplication Task ◽  
And Performance ◽  
And Behavior ◽  
The Relationship

This experiment dealt with the relationship between a personality variable and behavior in coacting groups. 96 male Ss differing in test anxiety (high, middle, low) were equally divided at random into 2 groups and given either a paired-associate learning task or 2 performance tasks (vowel cancellation and multiplication problems) under 1 of 2 conditions. Half the Ss worked in coacting groups of 4 members each while the remainder worked on the tasks alone. With the learning task, no significant differences were found between Ss who learned in groups and those who learned alone regardless of anxiety level. With the performance tasks, the group situation was detrimental for both the high- and middle-anxious Ss while facilitative for the low-anxious Ss on the vowel cancellation task; however, no significant effects were found on the multiplication task.

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