Self-Efficacy, Test Anxiety, and Self-Reported Test-Taking Ability: How Do They Differ between High- and Low-Achieving Students?
The purpose of this study was to compare high- and low-achieving undergraduate college students on selfefficacy, test anxiety, and self-reported test-taking ability. Eighty students from 2 sections of educational psychology course participated in the study; complete data were collected for 76 studen...
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| description | The purpose of this study was to compare high- and low-achieving undergraduate college students on selfefficacy, test anxiety, and self-reported test-taking ability. Eighty students from 2 sections of educational psychology course participated in the study; complete data were collected for 76 students. Before taking their first exam, students answered 1 question about their test-taking ability and 2 subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Students who scored 0.5 SD higher than the overall mean of their 5 multiple-choice examinations were identified as high-achieving (n = 25), and those students who scored lower than -0.5 SD as low-achieving (n = 20). Statistically significant differences were observed between high-achieving and low-achieving students on self-efficacy and test-taking ability, but not on test anxiety. These results have implications for better understanding how self-reported factors associated with achievement do or do not differ based on actual achievement. Keywords: self-efficacy, test anxiety, test-taking ability, college students |
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Eighty students from 2 sections of educational psychology course participated in the study; complete data were collected for 76 students. Before taking their first exam, students answered 1 question about their test-taking ability and 2 subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Students who scored 0.5 SD higher than the overall mean of their 5 multiple-choice examinations were identified as high-achieving (n = 25), and those students who scored lower than -0.5 SD as low-achieving (n = 20). Statistically significant differences were observed between high-achieving and low-achieving students on self-efficacy and test-taking ability, but not on test anxiety. These results have implications for better understanding how self-reported factors associated with achievement do or do not differ based on actual achievement. 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| source | EBSCOhost Education Source |
| subjects | Academic achievement Anxiety College students Educational psychology Educational research Grade Point Average High Achievement Learning Learning Strategies Low Achievement Multivariate Analysis Physiology Questionnaires SAT assessment Self Efficacy Student retention Test Anxiety Test Wiseness Undergraduate Students |
| title | Self-Efficacy, Test Anxiety, and Self-Reported Test-Taking Ability: How Do They Differ between High- and Low-Achieving Students? |
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