東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effects of Test-Taking Training ...

Gray, William A.

FindBook

Google Book

Amazon

博客來

The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance./
作者:	Gray, William A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
面頁冊數:	201 p.
附註:	Source: Dissertations Abstracts International, Volume: 73-04, Section: B.
Contained By:	Dissertations Abstracts International73-04B.
標題:	Educational tests & measurements. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459507
ISBN:	9781124708652

The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance.
Gray, William A.

The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 201 p.

Source: Dissertations Abstracts International, Volume: 73-04, Section: B.

Thesis (Ph.D.)--Northcentral University, 2011.

Compared to their peers worldwide, the academic performance of middle school students across the United States has been declining. For decades, psychologists have investigated variables influencing academic performance. There is limited research on reliable and valid predictors of academic performance for middle school students. Few studies have examined the effectiveness of test-taking strategy training on adolescent students. In this quantitative research, 95 randomly selected volunteer parochial middle school students from southern California were examined. Participants in this 2-part study over two days completed seven assessments to determine levels of test anxiety, locus of control, strategic learning, and academic performance. Participants were randomly assigned to a treatment or control group to investigate the effectiveness of a 30 minute test-taking strategy training session and the influence of the training on locus of control, test anxiety, and academic performance. Multiple linear regressions were computed to determine the predictive validity of strategic learning on academic performance. Correlations were computed to determine the relationship between strategic learning, locus of control, test anxiety, and academic performance. The findings show that strategic learning predicted academic performance (ΔR2 = .09, ΔF [1, 91] = 11.59, p < .001). Low motivation (β = -.45, t [1, 94] = -4.50, p < .001), time management (β = .50, t [1, 94] = 4.16, p < .001), and organization (β = -.44, t [1, 94] = -3.41, p < .001) were the most robust predictors of academic performance. Following treatment, no differences in academic performance or test anxiety were found. In the treatment group, there was a significant decrease in levels of locus of control, t (45) = 2.08, p = .04, following the 30 minute treatment. The study fills a gap in the literature and contributes to personality and adolescent research, as well as studies of test anxiety and locus of control. The findings benefit psychologists, educators, and policy makers involved in evaluating middle school learners and designing, developing, implementing, and monitoring effective academic programs. Recommendations for future research include studies of early elementary learners, researcher effects, other populations, as well as test-taking training programs purporting to increase academic performance.

ISBN: 9781124708652Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Academic performance

The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance.
LDR:03659nmm a2200421 4500 001 2397130
005 20240617111743.5
006 m o d
007 cr#unu||||||||
008 251215s2011 ||||||||||||||||| ||eng d
020 $a 9781124708652
035 $a (MiAaPQ)AAI3459507
035 $a AAI3459507
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gray, William A. $3 3766894
245 1 0 $a The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 201 p.
500 $a Source: Dissertations Abstracts International, Volume: 73-04, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Murray, Nicholas.
502 $a Thesis (Ph.D.)--Northcentral University, 2011.
520 $a Compared to their peers worldwide, the academic performance of middle school students across the United States has been declining. For decades, psychologists have investigated variables influencing academic performance. There is limited research on reliable and valid predictors of academic performance for middle school students. Few studies have examined the effectiveness of test-taking strategy training on adolescent students. In this quantitative research, 95 randomly selected volunteer parochial middle school students from southern California were examined. Participants in this 2-part study over two days completed seven assessments to determine levels of test anxiety, locus of control, strategic learning, and academic performance. Participants were randomly assigned to a treatment or control group to investigate the effectiveness of a 30 minute test-taking strategy training session and the influence of the training on locus of control, test anxiety, and academic performance. Multiple linear regressions were computed to determine the predictive validity of strategic learning on academic performance. Correlations were computed to determine the relationship between strategic learning, locus of control, test anxiety, and academic performance. The findings show that strategic learning predicted academic performance (ΔR2 = .09, ΔF [1, 91] = 11.59, p < .001). Low motivation (β = -.45, t [1, 94] = -4.50, p < .001), time management (β = .50, t [1, 94] = 4.16, p < .001), and organization (β = -.44, t [1, 94] = -3.41, p < .001) were the most robust predictors of academic performance. Following treatment, no differences in academic performance or test anxiety were found. In the treatment group, there was a significant decrease in levels of locus of control, t (45) = 2.08, p = .04, following the 30 minute treatment. The study fills a gap in the literature and contributes to personality and adolescent research, as well as studies of test anxiety and locus of control. The findings benefit psychologists, educators, and policy makers involved in evaluating middle school learners and designing, developing, implementing, and monitoring effective academic programs. Recommendations for future research include studies of early elementary learners, researcher effects, other populations, as well as test-taking training programs purporting to increase academic performance.
590 $a School code: 1443.
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Educational psychology. $3 517650
650 4 $a Clinical psychology. $3 524863
650 4 $a Personality psychology. $3 2144789
650 4 $a Psychological tests. $3 519068
650 4 $a Academic achievement. $3 541708
650 4 $a Middle school students. $3 3435319
650 4 $a Anxiety. $3 520056
653 $a Academic performance
653 $a Anxiety
653 $a Locus of control
653 $a Motivation
653 $a Strategic learning
653 $a Test-taking training
690 $a 0288
690 $a 0525
690 $a 0622
690 $a 0625
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertations Abstracts International $g 73-04B.
790 $a 1443
791 $a Ph.D.
792 $a 2011
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459507