Prediction of regulation of learning based on test anxiety & achievement goals with mediation of information processing strategies

Subject Areas : Educational Science

sarah ebrahimi ¹ , davod laki ²

1 - (Corresponding author): PhD of Educational Psychology, Shahid Beheshti University, Tehran, Iran
2 - Phd Student education psychology, department of education psychology, Science and Research Branch, Islamic Azad university, Tehran, Iran

Received: 2017-06-07 Accepted : 2018-01-13 Published : 2003-12-22

Keywords: self-regulated learning, test anxiety, external regulation, mastery goals, performance-approach goals,

Abstract :

The purpose of this study was to investigate the role of motivational construct (achievement goals & test anxiety) and information processing strategies in regulation of learning (self-regulated learning and external regulation). The data were obtained from eleventh-grade students (138 female and 126 male) in Noor city. The sample was selected based on a multistage cluster random sampling. Our questionnaires in this study consisted of regulation of learning subscale from Inventory of Learning Styles (Vermunt, 1998), test anxiety from Motivated Strategies for Learning Questionnaire (Pintrich & Degroot, 1994), Achievement Goals Scale (Midgley، Kaplan , Middleton & Maehr, 1998) and learning strategies from Motivated Strategies for Learning Questionnaire (Pintrich & Degroot, 1994). The structural equations model has been used for data analysis. The results indicated that test anxiety and achievement goals have significant effects on the deep and surface information processing strategies and information processing strategies have significant effects on regulation of learning. In result test anxiety and achievement goals predict significantly regulation learning by mediating of effects on the information processing strategies.