Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities
Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities
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有或无特定学习障碍的中国年轻人考试焦虑与元认知的关系
作者：
Li‐Chih Wang;Xiaomin Li;K. Chung
考试焦虑对学业困难的影响已经在正常发展的学生中进行了研究，但其影响机制尚不清楚，特别是对那些有特殊学习障碍的学生。本研究探讨元认知在考试焦虑与识字困难之间的关系中所扮演的角色，研究对象为台湾典型发展的中国青少年，以及那些被确定为有严重识字困难（即典型功能的严重识字困难）和没有严重识字困难（即高功能的严重识字困难）的青少年。本研究共招募了来自台湾南部11所大学的238名一年级本科生。在238名学生中，105名被确定为有特殊发展障碍，133名是正常发展的学生。这些学生被要求完成关于人口统计、考试焦虑、元认知和读写困难（即阅读和写作）的问卷调查。结构方程模型分析表明，中国青少年的考试焦虑与读写困难有关，但只有高功能和典型功能的spld学生经历了直接影响（没有其他因素的中介）。对于非特殊障碍学生，考试焦虑对读写困难的影响不直接，但经元认知介导显著。学生元认知的各成分对不同的读写困难具有中介作用。考试焦虑可能通过不同的机制影响典型发育青少年以及典型功能和高功能spld青少年的阅读和写作困难。此外，鼓励大学教师在准备教材时考虑学生的考试焦虑和元认知。
The influence of test anxiety on academic difficulties has been investigated in typically developing students, but the mechanism underlying the influence remains unclear, especially for those with specific learning disabilities (SpLDs). This study examined the role of metacognition in the relationship between test anxiety and literacy difficulties among Chinese typically developing adolescents as well as those who have been identified as having an SpLD and significant literacy difficulties (i.e., typically functioning SpLD) and without significant literacy difficulties (i.e., high-functioning SpLD) in Taiwan. A total of 238 first-year undergraduate students were recruited from eleven universities in South Taiwan. Among 238 students, 105 were identified to have SpLDs, and 133 were typically developing students. These students were asked to complete questionnaires on demographics, test anxiety, metacognition, and literacy difficulties (i.e., reading and writing). Structural equation modeling analyses showed that test anxiety among Chinese adolescents was linked to literacy difficulties but that only high-functioning and typically functioning students with SpLDs experienced a direct effect (without mediation by other factors). For those without SpLDs, the influence of test anxiety on literacy difficulties was not direct but significantly mediated by metacognition. Various components of these students’ metacognition had mediating effects on different literacy difficulties. Test anxiety might influence the reading and writing difficulties of typically developing adolescents and those with typically functioning and high-functioning SpLDs through different mechanisms. Moreover, teachers at the university level are encouraged to consider students’ test anxiety and metacognition when preparing their teaching materials.