چکیده:
Aim: The purpose of this study was to determine the mediator role of learning strategies in the relationship between academic self-efficacy and test anxiety. Method: This research was done in a descriptive-correlational manner. The sample of study consisted of 350 public high school students from four high schools in Kerman selected by random multistage cluster sampling method. To gather the data, the academic self-efficacy Scale (Jinks- Morgan, 1999), learning strategies scale (Kember et al., 2004), and the test anxiety scale (Friedman-Jacob, 1997) were used. Results: Path analysis results showed that Academic self-efficacy had both direct (=−.20), and indirect effects, mediated by Deep and Surface strategies (=−.08). Deep learning strategy was the strongest predictor, with a direct effect value of -0.32. The explanatory power of the predictors on test anxiety was medium (R2= 0.36). Conclusion: According to the results, the learning strategies (deep) and academic self-efficacy had a significant effect on students' test anxiety. Therefore, strengthening of this individual feature in students can lead to the better performance of students in the exam situation by decreasing test anxiety.
خلاصه ماشینی:
Associate Professor of Ministry of Health and Medical Education Abstract The purpose of this study was to determine the mediator role of learning strategies in the relationship between academic self-efficacy and test anxiety.
Considering the results, the learning strategies (deep) and academic self-efficacy had a significant effect on students' test anxiety.
In addition to academic self-efficacy, another potentially important individual difference variable that may affect test Received: 28/04/2018 Accepted: 12/07/2018 8 | P a g e Iranian Journal of Learning and Memory 2018, 1(2) anxiety is learning strategy.
g. Chiou Liang, 2012; Lin Tsai, 2012; Phan, 2011) that academic self-efficacy is related to learning strategies.
To our knowledge, no study has examined the relationship between academic self-efficacy and learning strategies on test anxiety.
Also, these studies have not directly examined the relationships between academic self-efficacy, learning strategies, and test anxiety.
Hypothesized Model of the relationships between Academic self-efficacy, Learning strategies and Test anxiet The Mediator Role of Learning Strategies in … P a g e | 9 Method Firstly, Ethics committee of Education organization in Kerman approved this study and written informed consents were obtained before conducting the study.
The results from SEM showed academic self-efficacy and learning strategies as two significant determinants of test anxiety.
Confirming the existing research results that students who possess high level of academic self-efficacy and employ effective learning strategy have low test anxiety (Pintrich De Groot, 1990).
This study showed that effects of academic self-efficacy and learning strategies on test anxiety are significant.
Future studies might investigate different perspectives of learning strategies and involve other variables in the relationship between academic self-efficacy and test anxiety.