ERIC Number: EJ1123198
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Self-Efficacy, Test Anxiety, and Self-Reported Test-Taking Ability: How Do They Differ between High- and Low-Achieving Students?
Vuk, Jasna; Morse, David T.
Research in the Schools, v20 n2 p28-34 Fall 2013
The purpose of this study was to compare high- and low-achieving undergraduate college students on selfefficacy, test anxiety, and self-reported test-taking ability. Eighty students from 2 sections of educational psychology course participated in the study; complete data were collected for 76 students. Before taking their first exam, students answered 1 question about their test-taking ability and 2 subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Students who scored 0.5 SD higher than the overall mean of their 5 multiple-choice examinations were identified as high-achieving (n = 25), and those students who scored lower than -0.5 SD as low-achieving (n = 20). Statistically significant differences were observed between high-achieving and low-achieving students on self-efficacy and test-taking ability, but not on test anxiety. These results have implications for better understanding how self-reported factors associated with achievement do or do not differ based on actual achievement. Keywords: self-efficacy, test anxiety, test-taking ability, college students
Descriptors: Self Efficacy, Test Anxiety, Test Wiseness, High Achievement, Low Achievement, Undergraduate Students, Learning Strategies, Questionnaires, Multivariate Analysis
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A