東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Dispositional coping strategies, opt...

Baker, Jason John.

Linked to FindBook

Google Book

Amazon

博客來

Dispositional coping strategies, optimism, and test anxiety as predictors of specific responses and performance in an exam situation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dispositional coping strategies, optimism, and test anxiety as predictors of specific responses and performance in an exam situation./
Author:	Baker, Jason John.
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1537.
Contained By:	Dissertation Abstracts International64-03B.
Subject:	Psychology, Personality. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083373
ISBN:	0496311824

Dispositional coping strategies, optimism, and test anxiety as predictors of specific responses and performance in an exam situation.
Baker, Jason John.

Dispositional coping strategies, optimism, and test anxiety as predictors of specific responses and performance in an exam situation. - 132 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1537.

Thesis (Ph.D.)--Texas Tech University, 2003.

Since testing situations may be very stressful and aversive for students, researchers have investigated the roles that coping strategies, test anxiety, and optimism play in determining outcomes in testing situations. Research has found that lower levels of test anxiety (Seipp, 1991), higher levels of problem-focused coping (Zeidner, 1995) and higher levels of optimism (Lee, Ashford, & Jamieson, 1993) have been associated with higher exam scores. However, research has generally failed to measure students' coping strategies and anxiety levels the day before an exam.

ISBN: 0496311824Subjects--Topical Terms:

1017585
Psychology, Personality.

Dispositional coping strategies, optimism, and test anxiety as predictors of specific responses and performance in an exam situation.
LDR:03206nmm 2200313 4500 001 1850367
005 20051208095310.5
008 130614s2003 eng d
020 $a 0496311824
035 $a (UnM)AAI3083373
035 $a AAI3083373
040 $a UnM $c UnM
100 1 $a Baker, Jason John. $3 1938296
245 1 0 $a Dispositional coping strategies, optimism, and test anxiety as predictors of specific responses and performance in an exam situation.
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1537.
500 $a Chairperson: Stephen W. Cook.
502 $a Thesis (Ph.D.)--Texas Tech University, 2003.
520 $a Since testing situations may be very stressful and aversive for students, researchers have investigated the roles that coping strategies, test anxiety, and optimism play in determining outcomes in testing situations. Research has found that lower levels of test anxiety (Seipp, 1991), higher levels of problem-focused coping (Zeidner, 1995) and higher levels of optimism (Lee, Ashford, & Jamieson, 1993) have been associated with higher exam scores. However, research has generally failed to measure students' coping strategies and anxiety levels the day before an exam.
520 $a The present study examined some of the factors that contribute to students' reactions and performance in an exam situation. Students enrolled in General Psychology courses completed measures of dispositional coping, test anxiety, optimism, and negative affectivity at the beginning of the semester. Students also completed measures of exam-specific coping and state anxiety the day before a General Psychology exam. As hypothesized, dispositional measures of coping and test anxiety were associated with exam-specific measures of coping and state anxiety associated with the upcoming exam. For women, exam scores were positively correlated with optimism and negatively correlated with test anxiety. For men, exam scores were positively correlated with high school grade-point average. However, no relationship was found between coping strategies and exam scores.
520 $a Consistent with prior research, for women, optimism was positively correlated with reflective coping (i.e., problem-focused strategies) and negatively associated with test anxiety and reactive coping (i.e., behaviors that distort coping efforts). For men, optimism was negatively correlated with suppressive coping (i.e., behavioral avoidance). Test anxiety was positively correlated with reactive coping, while state anxiety was positively correlated with suppressive coping. Women reported higher levels of test anxiety and dispositional reactive coping than men. Contrary to prior research, reflective coping was not found to be correlated with test anxiety. The implications for psychological interventions, as well as possible areas for future research, are discussed.
590 $a School code: 0230.
650 4 $a Psychology, Personality. $3 1017585
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Guidance and Counseling. $3 1017740
690 $a 0625
690 $a 0525
690 $a 0519
710 2 0 $a Texas Tech University. $3 1017459
773 0 $t Dissertation Abstracts International $g 64-03B.
790 1 0 $a Cook, Stephen W., $e advisor
790 $a 0230
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083373