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Learning under Stress: The Moderating Role of Future Time Perspective
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Andre, Lucija; Koene, Saar; Jansen in de Wal, Joost; Schuitema, Jaap A.; Peetsma, Thea T. D. – Psychology in the Schools, 2022
We investigated the relationship between students' perceived stress and investment in learning and tested the role of future time perspective (FTP) as a moderator. We expected that FTP would serve as a protective factor in the association between students' perceived stress and investment in learning. Perceived stress was gauged by assessing…
Descriptors: Learning Processes, Stress Variables, Time Perspective, Goal Orientation
Test of Measurement Invariance, and Evidence for Reliability and Validity of AMAS Scores in Dutch Secondary School and University Students
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Schmitz, Eva A.; Salemink, Elske; Wiers, Reinout W.; Jansen, Brenda R. J. – Journal of Psychoeducational Assessment, 2022
The Abbreviated Math Anxiety Scale (AMAS) is commonly used to compare groups on math anxiety. Group comparisons should however be preceded by a demonstration of metric and scalar measurement invariance, which is currently only available for undergraduate students in the USA. This study tested for metric and scalar measurement invariance of AMAS…
Descriptors: Foreign Countries, Secondary School Students, College Students, Mathematics Anxiety
The Influence of Socioeconomic Status, Self-Efficacy, and Anxiety on Mathematics Achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA
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Kalaycioglu, Dilara Bakan – Educational Sciences: Theory and Practice, 2015
The purpose of this study is to examine relationships among the such variables as socioeconomic status, math self-efficacy, anxiety, and mathematics achievement using structural equation modeling. A sample group of 8,806 students from England, Greece, Hong Kong, the Netherlands, Turkey, and the USA participated in the PISA 2012. To show how much…
Descriptors: Foreign Countries, Socioeconomic Status, Self Efficacy, Mathematics Skills
Feelings and Performance in the First Year at University: Learning-Related Emotions as Predictors of Achievement Outcomes in Mathematics and Statistics
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Niculescu, Alexandra C.; Templelaar, Dirk; Leppink, Jimmie; Dailey-Hebert, Amber; Segers, Mien; Gijselaers, Wim – Electronic Journal of Research in Educational Psychology, 2015
Introduction: This study examined the predictive value of four learning-related emotions--Enjoyment, Anxiety, Boredom and Hopelessness for achievement outcomes in the first year of study at university. Method: We used a large sample (N = 2337) of first year university students enrolled over three consecutive academic years in a mathematics and…
Descriptors: College Freshmen, College Mathematics, Psychological Patterns, Predictor Variables
Predicting Achievement: Confidence vs Self-Efficacy, Anxiety, and Self-Concept in Confucian and European Countries
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Morony, Suzanne; Kleitman, Sabina; Lee, Yim Ping; Stankov, Lazar – International Journal of Educational Research, 2013
This study investigates the structure and cross-cultural (in)variance of mathematical self-beliefs in relation to mathematics achievement in two world regions: Confucian Asia (Singapore, South Korea, Hong Kong and Taiwan) and Europe (Denmark, The Netherlands, Finland, Serbia and Latvia). This is done both pan-culturally and at a multigroup-level,…
Descriptors: Foreign Countries, Mathematics Achievement, Accuracy, Self Efficacy
Assessment of Math Skills in ABE: A Challenge.
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van Groenestijn, Mieke – 2001
Criteria for placement tests on math skills of adult basic education (ABE) students are needed to develop tests that are not too "school-like" because the ABE students are often blocked by math anxiety due to past negative school experiences, students may encounter language problems that affect their math skills, simple math problems do…
Descriptors: Adult Basic Education, Adult Vocational Education, Culture Fair Tests, Curriculum Development