The Relationship Among Test Anxiety, Self-concept, Attitude, and Science Achievement (a Correlation Study) PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Relationship Among Test Anxiety, Self-concept, Attitude, and Science Achievement (a Correlation Study) PDF full book. Access full book title The Relationship Among Test Anxiety, Self-concept, Attitude, and Science Achievement (a Correlation Study) by Karen Papeika. Download full books in PDF and EPUB format.
Author: Karen Papeika
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 86
Get Book Here
Book Description
Author: Karen Papeika
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 86
Get Book Here
Book Description
Author: Adelbert C. Jones
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 320
Get Book Here
Book Description
Author: James Ernest Jaeger
Publisher:
ISBN:
Category : Failure (Psychology)
Languages : en
Pages : 168
Get Book Here
Book Description
Author: Camille Phinney
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
Get Book Here
Book Description
Traditional grading systems may reduce student cognitive well-being by promoting fixed mindset and reduce student emotional well-being by promoting test anxiety. This correlational study intended to determine the relationship between mindset, test anxiety, and attitudes toward grading and to find relationships between these measures and demographic factors including gender and grade level. One-hundred ninety-six high school students participated by filling out three questionnaires which were analyzed for correlations. The results showed a significant negative relationship between growth mindset and test anxiety; however, when separated by gender, this result was only true for females, not for males. The study showed a small significant positive correlation between mindset and grading items related to fairness, ability to learn, and the importance of homework and classwork while the results showed a significant negative correlation between test anxiety and the same grading items. The study showed no significant correlations between mindset and test anxiety across grade levels. These results were consistent with prior research that suggested that a focus on evaluation could contribute to lower mindset scores and higher test anxiety. Similarly, lower mindset scores and higher test anxiety are both associated with lower levels of achievement which may explain the more negative attitudes toward grading demonstrated in this study by students with fixed mindset and higher test anxiety. Prior research demonstrated higher test anxiety among females, consistent with the findings in this study. This study indicates that there is a relationship between mindset, test anxiety, and attitudes toward grading which should be studied further.
Author: Jeffrey A. Rosen
Publisher: RTI Press
ISBN: 1934831026
Category : Education
Languages : en
Pages : 216
Get Book Here
Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author: Dorothy Margaret Binder
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 412
Get Book Here
Book Description
Author: Barbara L. Fox
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 84
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Test anxiety
Languages : en
Pages : 904
Get Book Here
Book Description
Author: M. Zweng
Publisher: Springer Science & Business Media
ISBN: 1468482238
Category : Mathematics
Languages : en
Pages : 740
Get Book Here
Book Description
Henry O. Pollak Chairman of the International Program Committee Bell Laboratories Murray Hill, New Jersey, USA The Fourth International Congress on Mathematics Education was held in Berkeley, California, USA, August 10-16, 1980. Previous Congresses were held in Lyons in 1969, Exeter in 1972, and Karlsruhe in 1976. Attendance at Berkeley was about 1800 full and 500 associate members from about 90 countries; at least half of these come from outside of North America. About 450 persons participated in the program either as speakers or as presiders; approximately 40 percent of these came from the U.S. or Canada. There were four plenary addresses; they were delivered by Hans Freudenthal on major problems of mathematics education, Hermina Sinclair on the relationship between the learning of language and of mathematics, Seymour Papert on the computer as carrier of mathematical culture, and Hua Loo-Keng on popularising and applying mathematical methods. Gearge Polya was the honorary president of the Congress; illness prevented his planned attendence but he sent a brief presentation entitled, "Mathematics Improves the Mind". There was a full program of speakers, panelists, debates, miniconferences, and meetings of working and study groups. In addition, 18 major projects from around the world were invited to make presentations, and various groups representing special areas of concern had the opportunity to meet and to plan their future activities.
Author: Jean Buchin
Publisher:
ISBN:
Category :
Languages : en
Pages : 210
Get Book Here
Book Description
