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 relationship between spiritual intelligence and self-regulation with success of Iranian EFL university lecturers

2018 ◽  
Vol 8 (3) ◽  
pp. 104-111
Author(s):  
Seyedeh Elham Elhambakhsh ◽  
Forough Amirjalili ◽  
Samaneh Jahandoust
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Self Regulation ◽  
Correlation Coefficients ◽  
Spiritual Intelligence ◽  
Educational Goals ◽  
Successful Teachers ◽  
And Performance ◽  
University Lecturers ◽  
The Relationship

Successful lectures adapt themselves to the circumstances and comply with changes in addition to having good psychological adjustment, interpersonal relationships, and performance on achievement-related tasks. Researchers acknowledge that self-regulation (SR) and spiritual intelligence (SI) are both crucial for success in many life domains. As lecturers can influence the complex process of learning in education, understanding the factors influencing their pedagogical success can help them achieve more effective teaching. This study investigated the relationship between spiritual intelligence (SI) and self-regulation (SR) with pedagogical success of 20 Iranian EFL university lecturers, instructing at the universities in Yazd, Iran,  whose success was assessed by 83 of their EFL learners studying for a bachelor’s degree. For this purpose, a sequential mixed-method was designed. Quantitative data were gathered through Spiritual Intelligence questionnaire (SIQ), self-regulation questionnaire (SRQ), and Characteristics of Successful Teachers’ Questionnaire (CSTQ). To enrich the data, qualitative data were also gathered through classroom observations. The findings from Pearson product correlation coefficients revealed that there was a positive and meaningful relationship between the lecturers’ SI and SR with their success. Also, observation checklists revealed a high contribution of some components of SI (e. g. transcendent self-realization, spiritual experiences, and patience) to the teachers’ pedagogical success. The more spiritually intelligent lecturers being more responsible, courageous, creative, confident, and conscious, had a better interpersonal relationship and were less anxious about pursuing their educational goals. Besides, the successful lecturers proved to have a better ability to develop, implement, and flexibly maintain planned behavior in order to achieve their goals. Such findings imply that high levels of SI and SR can help L2 lecturers promote their success and, in turn, improve their learners’ L2 achievement in the classroom.

Regulatory and personal resources in predicting student’s success and reliability of actions at the final exam: structural modeling

2020 ◽  
Author(s):  
T. G. Fomina ◽  
◽  
E. V. Filippova ◽  
V. I. Morosanova
Keyword(s):  
Test Anxiety ◽  
Methodological Approach ◽  
Self Regulation ◽  
Structural Modeling ◽  
Educational Activity ◽  
Learning Activity ◽  
General Level ◽  
Final Exam ◽  
Eysenck Personality Inventory ◽  
The Impact

The article presents the results of an empirical study of the role of conscious self-regulation as a significant resource for the successful completion of final exams by Russian students. As a methodological approach to the study of self-regulation of educational activity used the concept of V. I. Morosanova. Methods: «Self-Regulation Profile of Learning Activity Questionnaire» — SRPLAQ (2015); Spilberger’s «Test Anxiety Inventory» — TAI, Russian adaptation, 2004; Eysenck personality inventory, Russian adaptation, 2000. The study also took into account the students’ results of the Unified State Exam in mathematics on a sample of students in eleventh grade (N = 231). The reliability of student actions was calculated. The results of structural modeling are analyzed, during which an empirical model of regulatory and personality predictors of the success and reliability of students’ exam outcomes in mathematics is tested. By the obtained model, the reliability of exam results is primarily associated with the reliability of self-regulation, and the test anxiety of students. At the same time, a successful exam result is determined by the general level of conscious self-regulation of learning activity and a low level of test anxiety. Extraversion affects success and reliability indirectly — through self-regulation and anxiety. The hypotheses are confirmed that conscious self-regulation acts as a system-forming factor in the system of significant non-cognitive predictors of success and reliability of students in examination testing situations. Regulatory characteristics make it possible to compensate and overcome some limitations of personal temperamental characteristics and mediate the impact of test anxiety on exam results.

Regulatory, motivational, and personality features of younger adolescents with positive dynamics of psychological well-being

2020 ◽  
Author(s):  
T. G. Fomina ◽  
◽  
Y. A. Ishmuratova ◽  
E. V. Filippova
Keyword(s):  
Academic Motivation ◽  
Self Regulation ◽  
Well Being ◽  
Learning Activity ◽  
Psychological Well Being ◽  
Regulatory Processes ◽  
Educational Motivation ◽  
Motivational Profile ◽  
Personality Features ◽  
Activity Questionnaire

The authors present their analysis of data obtained in the longitudinal study on the specifics of the regulatory, intrapersonal and motivational characteristics of adolescents with positive dynamics of psychological well-being. The sample consisted of the Russian schoolchildren (N = 98) examined twice with 1-year interval: in the 5th, then in the 6th grade. Diagnostics of the psychological well-being level by means of the Well-Being Manifestation Measure Scale allowed to distinguish a group of students characterized by the positive dynamics of well-being at a given period of time (N = 75). The features of self-regulation, attitudes towards learning, academic motivation, and personality characteristics of these students were then identified and described. Conscious self-regulation was assessed using Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire. It was shown that self-regulation in this group of children is characterized by a harmonious profile with well-developed regulatory processes. The specifics of academic motivation were analyzed using the Scales of Academic Motivation of Schoolchildren. It was established that intrinsic motivation, despite a slight overall decrease in the level of educational motivation at this period of schooling, stably exceeds the level of ineffective external types of educational motives in the motivational profile of these children. Considering the specifics of personality traits (according to the results of the Big Five Questionnaire — Children version method) revealed that pupils with positive dynamics of psychological well-being are characterized by high values of extraversion, conscientiousness, agreeableness, and openness to experience, accompanied by the low neuroticism level. The results obtained indicate a positive trajectory of the subjective activity formation in these adolescents and their successful adaptation to the changing educational environment.

scholarly journals HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES

2021 ◽  
Vol 11 (3) ◽  
pp. 263-268
Author(s):  
Umi Kulsum ◽  
Keyword(s):  
Learning Outcomes ◽  
Hybrid Learning ◽  
Learning Activity ◽  
Knowledge Test ◽  
Face To Face ◽  
Learning Time ◽  
Analysis Technique ◽  
Significant Difference ◽  
The Relationship ◽  
Activity Questionnaire

The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) significant relationship between learning activity and learning outcomes, significance 0.000; (3) there is a significant difference in the effect of variations in hybrid learning time modification on learning activity and learning outcomes, the significance of 0.037 Keywords: Time Modification, Hybrid Learning, Active Learning, Learning Outcomes

scholarly journals Calling and continuous learning activity

2015 ◽  
Vol 28 (4) ◽  
pp. 635-661
Author(s):  
Seungha Oh ◽  
Yeseul Jung ◽  
HaeYoung Eun ◽  
YongWoo Sohn
Keyword(s):  
Goal Orientation ◽  
Organizational Context ◽  
Mediating Effect ◽  
Learning Activity ◽  
Learning Support ◽  
Continuous Learning ◽  
Perceived Learning ◽  
And Performance ◽  
The Relationship ◽  
Learning And Performance

  The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context. Specifically, the mediating effects of three different types of goal orientation in the relationship between calling and continuous learning activity and the moderated mediation model of goal orientation and perceived learning support were examined. To gain accurate information, we confirmed the results in a serial order. First, the relationship between calling and continuous learning activity was mediated by learning and performance- approach goal orientation, but not the performance-avoidance goal orientation. Second, perceived learning support moderated the relationships between learning goal orientation and continuous learning activity, and between performance-approach goal orientation and continuous learning activity. Third, perceived learning support moderated the mediating effect of learning and performance-approach goal orientation on the relationship between calling and continuous learning activity. Such results imply that calling can foster continuous learning activity by bringing about motivational influence in terms of learning and performance- approach goal orientation. In addition, our research suggests that the relationship between each goal orientation and continuous learning activity might differ depending on the level of perceived learning support. The significance and limitations of our findings are also discussed.

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.

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.

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