Comparison of traditional and non-traditional baccalaureate nursing students on selected components of Meichenbaum and Butler's model of test anxiety
The purpose of this study was to compare traditional and non-traditional baccalaureate student nurses on test anxiety and major contributing factors using the model proposed by Meichenbaum and Butler. Instruments used to measure the model variables were the Test Anxiety Inventory, the Effective Stud...
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| Veröffentlicht in: | The Journal of nursing education 1997-04, Vol.36 (4), p.171-179 |
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| container_title | The Journal of nursing education |
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| creator | Waltman, P A |
| description | The purpose of this study was to compare traditional and non-traditional baccalaureate student nurses on test anxiety and major contributing factors using the model proposed by Meichenbaum and Butler. Instruments used to measure the model variables were the Test Anxiety Inventory, the Effective Study Test, the Self-Concept of Academic Ability Scale, the Cognitive Interference Questionnaire and students' admission GPAs. Analysis of data revealed no significant difference between the groups on test anxiety. A significant difference was found between the two groups on knowledge of effective test-taking skills. Significant differences were found between the two groups on two correlations: 1) academic self-concept and knowledge of time management and study organization skills and 2) academic self concept and worry. Pearson correlations indicated that for both groups cognitive interference was the strongest variable associated with test anxiety. |
| doi_str_mv | 10.3928/0148-4834-19970401-07 |
| format | Article |
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Instruments used to measure the model variables were the Test Anxiety Inventory, the Effective Study Test, the Self-Concept of Academic Ability Scale, the Cognitive Interference Questionnaire and students' admission GPAs. Analysis of data revealed no significant difference between the groups on test anxiety. A significant difference was found between the two groups on knowledge of effective test-taking skills. Significant differences were found between the two groups on two correlations: 1) academic self-concept and knowledge of time management and study organization skills and 2) academic self concept and worry. Pearson correlations indicated that for both groups cognitive interference was the strongest variable associated with test anxiety.</description><subject>Academic achievement</subject><subject>Adult</subject><subject>Adult Basic Education</subject><subject>Adult Learning</subject><subject>Adult Students</subject><subject>Age</subject><subject>Anxiety</subject><subject>Child care</subject><subject>Children & youth</subject><subject>Cognition</subject><subject>Colleges & universities</subject><subject>Desensitization</subject><subject>Education, Nursing, Baccalaureate</subject><subject>Education, Professional, Retraining</subject><subject>Female</subject><subject>Humans</subject><subject>Learning</subject><subject>Male</subject><subject>Middle Aged</subject><subject>Models, Educational</subject><subject>Nontraditional Students</subject><subject>Nursing education</subject><subject>Nursing Education Research</subject><subject>Nursing Students</subject><subject>Responsibilities</subject><subject>Roles</subject><subject>Self Concept</subject><subject>Self esteem</subject><subject>Skills</subject><subject>Student organizations</subject><subject>Students, Nursing - 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| ispartof | The Journal of nursing education, 1997-04, Vol.36 (4), p.171-179 |
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| subjects | Academic achievement Adult Adult Basic Education Adult Learning Adult Students Age Anxiety Child care Children & youth Cognition Colleges & universities Desensitization Education, Nursing, Baccalaureate Education, Professional, Retraining Female Humans Learning Male Middle Aged Models, Educational Nontraditional Students Nursing education Nursing Education Research Nursing Students Responsibilities Roles Self Concept Self esteem Skills Student organizations Students, Nursing - psychology Test Anxiety Test Anxiety Scale Time Management Undergraduate Students |
| title | Comparison of traditional and non-traditional baccalaureate nursing students on selected components of Meichenbaum and Butler's model of test anxiety |
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