Document Type : Original Article

Authors

1 Department of Educational sciences, Kahnooj Branch, Islamic Azad University, Kahnooj, Iran

2 Associate Professor of Ministry of Health and Medical Education

Abstract

The purpose of this study was to determine the mediator role of learning strategies in the relationship between academic self-efficacy and test anxiety. This research was done in a descriptive-correlational manner. The sample of study consisted of 350 public high school students from four high schools in Kerman selected through random multistage cluster sampling method. To gather the data, the academic self-efficacy Scale (Jinks - Morgan, 1999), learning strategies scale (Kember & et al., 2004), and the test anxiety scale (Friedman-Jacob, 1997) were used. Path analysis results showed that Academic self-efficacy had both direct (b=−.20), and indirect effects, mediated by Deep and Surface strategies (b=−.08).  Deep learning strategy was the strongest predictor, with a direct effect value of -0.32. The explanatory power of the predictors on test anxiety was medium (R2= 0.36). Considering the results, the learning strategies (deep) and academic self-efficacy had a significant effect on students' test anxiety. Therefore, strengthening of this individual feature in students can lead to the better performance of students in the exam situation by decreasing test anxiety.

Keywords

  1. Akca, F. (2011).The relationship between test anxiety and learned helplessness. Social Behavior and Personality, 39(1), 101-112.
  2. Asayesh, H., Hosseini , M.A.,  Sharififard , F., & Taheri Kharameh, Z. (2016). The relationship between self-efficacy and test anxiety among the paramedical students of Qom University of Medical Sciences. Journal of Advances in Medical Education, 1(3), 15-23.
  3. Biggs, J.B., Kember, D., & Leung, D.Y.P. (2001). The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology. 71, 133-149.
  4. Bonaccio, S., & Reeve, C. L. (2010). The nature and relative importance of students' perceptions of the sources of test anxiety. Learning and Individual Differences, 20, 617-625.
  5. Bushra, A., & Lubna, G. (2014). Self-efficacy and academic performance of the students of Gujarat university. Pakistan, Academic Research International, 5(1), 283-290.
  6. Cassady, J. C. (2010). Test anxiety: Contemporary theories and implications for learning. In J.C. Cassady (Ed.), Anxiety in Schools: The causes, consequences, and solutions for academic anxieties (pp. 7-26). New York, NY: Peter Lang.
  7. Chiou, G. L., & Liang, J. C. (2012). Exploring the structure of science self-efficacy: A model built on high school students’ conceptions of learning and approaches to learning in science. The Asia-Pacific Education Researcher, 21(1), 83–91.
  8. Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191–195.
  9. Fenollar, P., Rom´an, S., & Cuestas, P. J. (2007). University students’ academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873–891.
  10. Fridman, I., & Bendas-Jacob, O. (1997). Measuring perceived test anxiety in adolescents: A self-report scale. Educational and Psychological Measurement, 57, 1035-1046.
  11. Gbollie, C., & Keamu, H. P. (2017). Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning. Education Research International, 1789084, 1-11.
  12. Hills, J.P., & Benlow, H. (2008). Effective study skills: London: Ben Book Co.
  13. Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. Clearing House, 72(4), 224-230.
  14. Joreskog, K. G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL: Scientific Software International.
  15. Liang, J. C., Lee, M. H., & Tsai, C. C. (2010). The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. The Asia-Pacific Education Researcher, 19, 43-59.
  16. Liem, A.D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512.
  17. Lin, T. J., & Tsai, C. C. (2013). A multi-dimensional instrument for assessing Taiwan high school students’ learning self-efficacy in relation to their approaches to learning science. International Journal of Science and Mathematics Education, 11(6), 1275-1301.
  18. Lindsay, P.C. (2010). Assessing the relationships among goal orientation, test anxiety, self-efficacy, metacognition, and academic performance. M.A. Thesis, Northern Illinois University, USA.
  19. Malekshahi, F., Farhadinia, M., Qulipor, P., & Jalilvand, M. (2018). Relationship learning strategies and academic self-efficacy with academic achievement of students in Lorestan University of Medical Sciences in 2016. Journal of Yafteh, 19(5), 9-17.
  20. Moneta, G. B., Spada, M. M., & Rost, F. M. (2007). Approaches to studying when preparing for final exams as a function of coping strategies. Personality and Individual Differences, 43(1), 191–202.
  21. Peleg, O. (2009). Test anxiety, academic achievement, and self-esteem among Arab adolescents with and without learning disabilities. Learning Disability Quarterly, 32, 11-20.
  22. Phan, H.P. (2007). An examination of reflective thinking, learning approaches, and self-efficacy beliefs at the University of the South Pacific: A path analysis. Educational Psychology, 27(6), 789–806.
  23. Phan, H. P. (2011). Interrelations between self-efficacy and learning approaches: A developmental approach. Educational Psychology, 31(2), 225–246.
  24. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33-40.
  25. Prat-Sala, M., & Redford, P. (2010). The interplay between Motivation, Self-Efficacy and Approaches to Studying. British Journal of Educational Psychology,  80(2), 283-305.
    1. Putwain, D. W., & Aveyard, B. (2018). Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance? SCH Psychol Q, 33(1), 65-74.   
    2. Putwain, D. W., Woods, K. A., & Symes, W. (2010). Personal and situational predictors of test anxiety of students in post-compulsory education. British Journal of Educational Psychology, 80, 137-160.
    3. Rana, R. A., & Mahmood, N. (2010).The relationship between test anxiety and academic achievement. Bull Educ Res, 32, 63-74.
    4. Rocher, A. R. (2018). Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism. Active Learning in Higher Education, 00(0), 1-14.
    5. Salar, A. R.,  Baghaei, R., Sadegh Zare, S., & Salar, E. (2016). The survey of the relationship between test anxiety and self-efficacy among the city of Urmia’s medical sciences university students in 2016. International Journal of Medical Research & Health Sciences, 5(9), 591-595.
    6. Salend, S. J. (2012). Teaching students not to sweat the test. Phi Delta Kappan, 93(6), 20-25.
    7. Senel, E., Yeniyol, C., & Kole, O., & Adilogullari, I. (2014). Examination of the relation between school of physical education and sport students' approach to learning and studying and test anxiety. Nigde University Journal of Physical Education and Sport Sciences, 8(1), 140-148.
    8. Shelly, U. (2009). Goal orientation and learning strategies in relation to academic achievement of elementary school students. Journal of All India Association of Educational Research, 21(2), 70-76.
    9. Sins, P. H. M., Van Joolingen, W. R., Savelsbergh, E. R., & Van Hout-Wolters, B. (2008). Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology, 33, 58–77.
    10. Spada, M. M., Nikcevic, A., Moneta, G. B., & Ireson, J. (2006). Metacognition as a mediator of the effect of test anxiety on a surface approach to studying. Educational Psychology, 26(5), 615–624.