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The Effects of Test-Taking Training ...

Gray, William A.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance./
Author:	Gray, William A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	201 p.
Notes:	Source: Dissertations Abstracts International, Volume: 73-04, Section: B.
Contained By:	Dissertations Abstracts International73-04B.
Subject:	Educational tests & measurements. -
Online resource:	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.
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500 $a Source: Dissertations Abstracts International, Volume: 73-04, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
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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.
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