The Effort Attribution, Test Anxiety and Achievement in Sciences: The Moderating Effect of Parental Behaviour

By Loredana Ruxandra Gherasim and Simona Butnaru.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The goal of the study was to examine the relationship between effort attribution, parental behaviour, test anxiety and achievement in sciences. We explored if the relationship between effort attribution, test anxiety and achievement was moderated by parental behaviour. Students in the last year of secondary school (N=215; 97 boys and 118 girls) completed self-report questionnaires for effort attribution, parental behaviour, and test anxiety. Students’ grades in sciences were collected from school registers. Results indicated that effort attribution and students’ autonomy positively predicted achievement in sciences. Students with a high level of parental control reported more worrisome thoughts. However, effort attribution did not predict students’ test anxiety. The implications of these findings regarding the necessity of attribution retraining for improving students’ achievement and emotions are discussed.

Keywords: Effort Attribution, Test Anxiety, Parental Behaviour, Achievement in Sciences

The International Journal of Learning, Volume 18, Issue 10, pp.283-294. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.501MB).

Dr. Loredana Ruxandra Gherasim

Lecturer, Psychology and Educational Sciences, Alexandru Ioan Cuza University, Iasi, Romania

Dr. Loredana Ruxandra Gherasim is a Lecturer at Alexandru Ioan Cuza University.

Dr. Simona Butnaru

Associate Professor, Psychology and Educational Sciences, Alexandru Ioan Cuza University, Iasi, Romania

Dr. Simona Butnaru is an Associate Professor at Alexandru Ioan Cuza University.

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