國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : 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.
面頁冊數:	1 online resource (201 pages)
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:	click for full text (PQDT)
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. - 1 online resource (201 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781124708652Subjects--Topical Terms:

1180442
Educational tests & measurements.
Subjects--Index Terms:

Academic performanceIndex Terms--Genre/Form:

554714
Electronic books.

The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance.
LDR:03881ntm a22004337 4500 001 1145030
005 20240617111743.5
006 m o d
007 cr mn ---uuuuu
008 250605s2011 xx obm 000 0 eng d
020 $a 9781124708652
035 $a (MiAaPQ)AAI3459507
035 $a AAI3459507
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Gray, William A. $3 1470235
245 1 4 $a The Effects of Test-Taking Training on Locus of Control, Anxiety, and Performance.
264 0 $c 2011
300 $a 1 online resource (201 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Educational psychology. $3 555103
650 4 $a Clinical psychology. $3 649607
650 4 $a Personality psychology. $3 1180475
650 4 $a Psychological tests. $3 640018
650 4 $a Academic achievement. $3 562400
650 4 $a Middle school students. $3 1470236
650 4 $a Anxiety. $3 556033
653 $a Academic performance
653 $a Anxiety
653 $a Locus of control
653 $a Motivation
653 $a Strategic learning
653 $a Test-taking training
655 7 $a Electronic books. $2 local $3 554714
690 $a 0288
690 $a 0525
690 $a 0622
690 $a 0625
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $3 1184205
773 0 $t Dissertations Abstracts International $g 73-04B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459507 $z click for full text (PQDT)