Download or read book College Students Behavior on Multiple Choice Self tailored Exams in Relation to Metacognitive Ability Self efficacy and Test Anxiety written by Jasna Vuk and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to observe college students' behavior on five self-tailored, multiple choice exams throughout a semester in relation to: a) metacognitive ability, b) self-efficacy expectations, and c) test anxiety. Additionally, the effect of a self-tailoring procedure on exam scores and content validity of the tests was observed. Self-tailored testing was defined as an option in which students selected up to five questions they wanted to omit from being scored on an exam. Students' metacognitive ability was defined as the percentage of incorrectly answered questions out of the total number omitted. Ninety-nine college students from two sections of an educational psychology undergraduate course participated in this study. Eighty students completed the study; seventy-one used an option to omit questions on all exams. Before taking exam 1, students answered measures of self-efficacy and test anxiety. After completing each of the five course exams, students marked on the back of their answer sheet up to five questions they wanted to be omitted from scoring. After exam 5, students answered a questionnaire that addressed their perception of the self-tailoring procedure. MANOVA, repeated measures ANOVA, Pearson correlations, t-test and one-way ANOVA were conducted. Students made a statistically significant increase in their scores on all exams by using the questions omitting procedure. There was a statistically significant linear increase of percentages of incorrectly answered questions out of the total number omitted across five exams. Frequency of items that students omitted from scoring were significantly negatively correlated with item difficulty values. The content validity of the test was affected on two out of five exams based on cognitive level of items and on three out of five exams based on chapter coverage. Students' self-efficacy expectations and test anxiety were not related to the likelihood to apply the self-tailoring procedure or to the degree of success students had in applying the procedure. The study provided a new perspective on self-tailored tests in college classroom with implications for teaching, assessment, and students' metacognitive abilities.
Download or read book COLLEGE STUDENTS BEHAVIOR ON MULTIPLE CHOICE SELF TAILORED EXAMS IN RELATION TO METACOGNITIVE ABILITY SELF EFFICACY AND TEST ANXIETY written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Self efficacy Self doubt and Metacognitive Judgments for Exam Performance in College Classrooms written by Marissa Kay Hartwig and published by . This book was released on 2006 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.
Download or read book Self Regulated Learning and Academic Achievement written by Barry J. Zimmerman and published by Routledge. This book was released on 2013-05-13 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Download or read book The Impact of Metacognitive Knowledge Achievement Orientation and Anxiety on Test Performance written by James Peter Christopoulos and published by . This book was released on 1995 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Test Anxiety and Mathematics Anxiety as a Function of Mediated Learning Experience and Metacognitive Skills written by Sachin Jain and published by ProQuest. This book was released on 2006 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Metacognition Principles on Self efficacy and Test anxiety written by Kristen McCoy and published by . This book was released on 2016 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Prediction of Test Performance from Test Anxiety and Self efficacy written by and published by . This book was released on 2021 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study examined the predictive relationships between test anxiety, general and academic self-efficacy, and test performance. Students face many challenges when experiencing the new pressure that comes with attending college and this can lead to experiencing stress and anxiety. Stress and anxiety can interfere with their capability to perform well in school. Test anxiety, specifically, has been found to be a problem for many college students. Different factors, such as self-efficacy, may help decrease the effect of test anxiety on performance, but there is limited research on how it interacts with test performance. In the current study it was hypothesized that test anxiety, general self-efficacy, and academic self-efficacy would each predict test performance. In addition, it was hypothesized that the combination of test anxiety and self-efficacy (both general and academic) would better predict test performance than test anxiety alone. In the current study, there were 12 participants from a small, private college. Findings indicated that students who had higher levels of academic self-efficacy scale tended to perform better on tests. Implications are discussed"--Page 6.
Download or read book Examining the Relationship Between Metacognitive Instruction Self efficacy Attribution Style and Strategy Use in First year College Students written by Melissa Ruth Rosetta and published by . This book was released on 2008 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning and Assessing with Multiple Choice Questions in College Classrooms written by Jay Parkes and published by Routledge. This book was released on 2016-03-17 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Multiple-choice questions (MCQs) are a ubiquitous tool used in college classrooms, yet most instructors admit that they are not prepared to maximize the question's benefits. Learning and Assessing with Multiple-Choice Questions in College Classrooms is a comprehensive resource designed to enable instructors and their students to enhance student learning through the use of MCQs. Including chapters on writing questions, assessment, leveraging technology, and much more, this book will help instructors increase the benefits of a question type that is incredibly useful as both a learning and assessment tool in an education system seeking ways to improve student outcomes. .
Download or read book An Examination of the Relative Importance of Self efficacy Test wiseness Test anxiety Knowledge of Content and the Ability to Formulate the Problem in the Question on the Total Score on an Objective Test written by Kathleen A. McMullen and published by . This book was released on 1995 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Metacognitive Self regulation Self efficacy for Learning and Performance and Critical Thinking as Predictors of Academic Success and Course Retention Among Community College Students Enrolled in Online Telecourse and Traditional Public Speaking Courses written by Edie S. Gaythwaite and published by . This book was released on 2006 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and selfregulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
Download or read book Self efficacy in Sport written by Deborah L. Feltz and published by Human Kinetics. This book was released on 2008 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-belief, known as 'self-efficacy' by sports psychologists is widely believed to be an essential component of sporting success. This volume examines the nature of efficacy as it applies to sporting behaviour in coaches, athletes and teams.
Download or read book Test Anxiety Self efficacy Study Skills and Academic Achievement written by Luis B. Rosell and published by . This book was released on 1987 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book THE EFFICACY OF ACCEPTANCE BASED BEHAVIOR THERAPY VERSUS COGNITIVE THERAPY FOR TEST ANXIETY AND WORKING MEMORY PERFORMANCE written by Erin E. Bannon and published by . This book was released on 2017 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Test anxiety is a major concern among today’s college students. Test anxious students demonstrate consistently diminished performance compared to their less anxious peers. Although the adverse impact of test anxiety on academic performance is well documented, there is active debate about the way that anxiety affects performance. Cognitive interference theory (CIT) may help explain this relationship. CIT suggests that test anxiety leads to increased levels of off-task thoughts, which are processed by the working memory, which leaves fewer resources to manage the task at hand. Traditional test anxiety interventions such as cognitive therapy focus on reducing anxiety by increasing positive or neutral self-talk which may place additional demands on cognitive resources. This may explain the modest improvements in cognitive performance and at times adverse effects associated with these traditional test anxiety interventions. Alternatively, acceptance based interventions, which promote nonjudgmental acceptance of anxious thoughts and feelings, may allow students to conserve cognitive resources that can be used to focus on the task at hand and maximize performance. To explore these possibilities, a sample of 88 university students were randomly assigned to receive one 2-hour acceptance based behavior therapy intervention (ABBT), cognitive therapy intervention (CT), or healthy living intervention (HL). Following the intervention, participants received anxiety inducing instructions and were administered three computerized working memory tasks. Finally, participants completed self report questionnaires. The results of this study demonstrated that participants in the ABBT group had significantly better performance on the digit span forward and Stroop tasks compared to participants in the CT or HL groups. Furthermore, the ABBT group demonstrated the lowest levels of cognitive interference, while demonstrating the highest levels of psychological flexibility and mindfulness compared to the CT or HL groups, while these between group differences did not reach significance due to low power, the pattern of these results demonstrates support for the role of these variables in the anxiety and performance relationship.
