Literaturnachweis - Detailanzeige
Autor/inn/en | Raufelder, Diana; Ringeisen, Tobias |
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Titel | Self-perceived competence and test anxiety. The role of academic self-concept and self-efficacy. |
Quelle | In: Journal of individual differences, 37 (2016) 3, S. 159-167
PDF als Volltext |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 1614-0001; 2151-2299 |
DOI | 10.1027/1614-0001/a000202 |
Schlagwörter | Strukturgleichungsmodell; Emotionalität; Selbstkonzept; Selbstvertrauen; Selbstwirksamkeit; Adoleszenz; Schülerselbstbeurteilung; Prüfungsangst; Sozial-Kognitive Intervention; Mangel; Sorge; Jugendlicher; Brandenburg; Deutschland |
Abstract | Extrapolating from social-cognitive theory, this research examined whether academic self-efficacy mediates the association between academic self-concept and the four facets of test anxiety (worry, interference, lack of confidence, emotionality) in a large sample of adolescent students (N=845; M AGE=15.32; SD=0.49) from Brandenburg, Germany. Quantitative data structural equation modeling (SEM) was employed to analyze these associations. Results showed that there are negative relations between academic self-concept and three facets of test anxiety (namely interference, lack of confidence, emotionality), which are mitigated through academic self-efficacy. All three identified indirect effects revealed full mediation. Overall, the current study extends the literature on test anxiety in education settings by highlighting the importance of academic self-efficacy for prevention and intervention strategies that aim to reduce adolescents' feelings of test anxiety, as academic self-efficacy fully mediates the association between academic self-concept and three facets of test anxiety, except for worry. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2022/2 |