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Article: Role of academic self-efficacy in moderating the relation between task importance and test anxiety

TitleRole of academic self-efficacy in moderating the relation between task importance and test anxiety
Authors
KeywordsAcademic Self-Efficacy
Moderation
Task Importance
Test Anxiety
Issue Date2011
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning And Individual Differences, 2011, v. 21 n. 6, p. 736-741 How to Cite?
AbstractEmphasizing task importance, which is regarded as a way of motivating engaged behavior, may increase an individual's anxiety. The present research investigated whether academic self-efficacy could moderate the maladaptive relation between task importance and test anxiety. 1978 and 1670 Grade 9 Singaporean students participated in a survey related to their learning experience and motivational processes in math and English respectively. Results from both samples showed convergent findings that high levels of task importance were related to high levels of test anxiety, whereas high levels of academic self-efficacy were related to low levels of test anxiety. Most importantly, academic self-efficacy moderated the relation between task importance and test anxiety-the maladaptive relation between task importance and test anxiety was significantly weaker when academic self-efficacy was higher. Implications of findings are discussed. © 2011 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/169095
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorNie, Yen_US
dc.contributor.authorLau, Sen_US
dc.contributor.authorLiau, AKen_US
dc.date.accessioned2012-10-08T03:41:43Z-
dc.date.available2012-10-08T03:41:43Z-
dc.date.issued2011en_US
dc.identifier.citationLearning And Individual Differences, 2011, v. 21 n. 6, p. 736-741en_US
dc.identifier.issn1041-6080en_US
dc.identifier.urihttp://hdl.handle.net/10722/169095-
dc.description.abstractEmphasizing task importance, which is regarded as a way of motivating engaged behavior, may increase an individual's anxiety. The present research investigated whether academic self-efficacy could moderate the maladaptive relation between task importance and test anxiety. 1978 and 1670 Grade 9 Singaporean students participated in a survey related to their learning experience and motivational processes in math and English respectively. Results from both samples showed convergent findings that high levels of task importance were related to high levels of test anxiety, whereas high levels of academic self-efficacy were related to low levels of test anxiety. Most importantly, academic self-efficacy moderated the relation between task importance and test anxiety-the maladaptive relation between task importance and test anxiety was significantly weaker when academic self-efficacy was higher. Implications of findings are discussed. © 2011 Elsevier Inc.en_US
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindifen_US
dc.relation.ispartofLearning and Individual Differencesen_US
dc.subjectAcademic Self-Efficacyen_US
dc.subjectModerationen_US
dc.subjectTask Importanceen_US
dc.subjectTest Anxietyen_US
dc.titleRole of academic self-efficacy in moderating the relation between task importance and test anxietyen_US
dc.typeArticleen_US
dc.identifier.emailLau, S:slau08@hkucc.hku.hken_US
dc.identifier.authorityLau, S=rp00635en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.lindif.2011.09.005en_US
dc.identifier.scopuseid_2-s2.0-80755189948en_US
dc.identifier.hkuros206619-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80755189948&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume21en_US
dc.identifier.issue6en_US
dc.identifier.spage736en_US
dc.identifier.epage741en_US
dc.identifier.isiWOS:000297876700014-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridNie, Y=19337388700en_US
dc.identifier.scopusauthoridLau, S=33968324900en_US
dc.identifier.scopusauthoridLiau, AK=36929294700en_US
dc.identifier.citeulike9834541-

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