Test anxiety versus academic skills: a comparison of two alternative models for predicting performance in a statistics exam.
Test anxiety versus academic skills: a comparison of two alternative models for predicting performance in a statistics exam.
复制标题
测试焦虑与学术技能：预测统计考试表现的两种替代模型的比较。
DOI：
--
复制
发表时间：
1999
影响因子：
3.7
通讯作者：
A. Bröder
中科院分区：
文献类型：
--
作者：
J. Musch;A. Bröder
背景
提出了两个相互竞争的理论模型来解释学习成绩。干扰模型强调在考试过程中与任务无关的思维的有害影响，而赤字模型则认为学习习惯和特定领域的技能是考试成绩的主要预测因素。
旨在
本研究通过确定考试焦虑、学习习惯和数学技能对统计考试成绩的相对贡献来比较这两种模型。
样品
六十六名本科生谁是在第一学期的两个平行的介绍统计课程参加了这项研究。
方法
统计学期末考试成绩进行分层回归分析，计算考试焦虑、学习习惯和数学技能的唯一方差。
结果
数学技能和考试焦虑都增加了解释成绩的独特方差，而学习习惯没有。虽然数学技能出现相对更重要的考试焦虑，一个纯粹的赤字为基础的帐户，但似乎站不住脚，因为考试期间的考试焦虑的干扰效应也贡献了方差的重要组成部分。
结论
建议强调考试焦虑的认知-注意力帐户由赤字制定补充，多模式咨询解决考试焦虑和技能赤字。
评论
在调查技能赤字，焦虑和性能之间的因果关系的方法问题进行了讨论。
BACKGROUND
Two competing theoretical models to explain academic performance were proposed. The interference model stresses the detrimental effect of task-irrelevant thoughts during the test-taking situation whereas the deficit model suggests Study Habits and domain-specific skills as main predictors of test performance.
AIMS
The study compares the two models by determining the relative contribution of Test Anxiety, Study Habits, and Maths Skill to performance in a statistics exam.
SAMPLE
Sixty-six undergraduate students who were enrolled in the first semester of two parallel introductory statistic courses participated in the study.
METHOD
Hierarchical regression analyses were performed on the performance in the final statistics exam. The unique variance attributable to Test Anxiety, Study Habits, and Maths Skill was calculated.
RESULTS
Both Maths Skill and Test Anxiety added unique variance in explaining performance, whereas Study Habits did not. Although Maths Skill emerged as relatively more important than Test Anxiety, a purely deficit-based account nevertheless appears untenable because interfering effects of Test Anxiety during the examination also contributed an important portion of variance.
CONCLUSIONS
It is recommended that cognitive-attentional accounts stressing test anxiety be supplemented by a deficit formulation, and that multimodal counselling address both Test Anxiety and skill deficits.
COMMENT
Methodological problems in investigating the causal relationship between skill deficits, anxiety, and performance are discussed.