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ERIC Number: EJ891653
Record Type: Journal
Publication Date: 2010-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0144-3410
Dispositional Flow as a Mediator of the Relationships between Attentional Control and Approaches to Studying during Academic Examination Preparation
Cermakova, Lucie; Moneta, Giovanni B.; Spada, Marcantonio M.
Educational Psychology, v30 n5 p495-511 Aug 2010
This study investigated how attentional control and study-related dispositional flow influence students' approaches to studying when preparing for academic examinations. Based on information-processing theories, it was hypothesised that attentional control would be positively associated with deep and strategic approaches to studying, and negatively associated with surface approach to studying. Based on flow theory, it was hypothesised that flow would partially mediate the relationships between attentional control and approaches to studying. A sample of 237 university students completed the Attentional Control Scale (ACS), the Dispositional Flow Scale-2 (DFS-2), the Approaches and Study Skills Inventory for Students (ASSIST) and the Evaluation Anxiety Scale (EVAN) one week before examinations. Multiple regressions supported all the hypothesised relationships. The implications of these findings are outlined. (Contains 2 figures and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)