Chinese adolescents' achievement goal profiles and their relation to academic burnout, learning engagement, and test anxiety

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results of this study. Achievement goal orientation –approach, self-regulated learning, test-anxiety, and self-efficacy, were positively related to participation; however, achievement goal orientation-avoidance was negatively related to participation. Test-anxiety was directly related to learning achievement and it was found that participation affected learning satisfaction and learning achievement. It was also revealed that learning satisfaction was related to learning achievement. Results of this study suggest that a comprehensive management of learners’ psychological variables, such as achievement goal orientation, self-regulation, test-anxiety, self-efficacy for designing, and managing online learning environments is important to online learning organizations, instructors, and administrators for better learner support.

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Academic procrastination and test anxiety: A cross-lagged panel analysis

Journal of Psychologists and Counsellors in Schools ◽

10.1017/jgc.2020.29 ◽

2020 ◽

pp. 1-8

Author(s):

Yefei Wang

Keyword(s):

High School ◽

Correlation Analysis ◽

Test Anxiety ◽

Pearson Correlation ◽

Chinese Adolescents ◽

Hunan Province ◽

Academic Procrastination ◽

Panel Analysis ◽

Pearson Correlation Analysis ◽

The Relationship

Abstract The purpose of this study was to investigate the cross-lagged relationships between academic procrastination and test anxiety. A sample of Chinese adolescents from a high school in Changsha City, HuNan Province, China participated in this study. The participants completed the Aitken Procrastination Inventory and the Test Anxiety Scale at two times during a semester. Pearson correlation analysis showed academic procrastination and test anxiety to be positively correlated. Cross-lagged panel analyses demonstrated that academic procrastination at Time 1 predicted test anxiety at Time 2, while test anxiety at Time 1 did not predict academic procrastination at Time 2. Within the limits of the design, we found that academic procrastination may lead to an increase in test anxiety, but test anxiety did not predict the future level of academic procrastination. It is recognised that the relationship between anxiety and procrastination is complicated. It is suggested that a focus on interventions for academic procrastination may help to reduce students’ test anxiety, but not necessarily vice versa.

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Mediating Effect of Academic Self-Efficacy on the Relationship between Academic Stress and Academic Burnout in Chinese Adolescents

International journal of human ecology ◽

10.6115/ijhe.2015.16.2.63 ◽

2015 ◽

Vol 16 (2) ◽

pp. 63-77 ◽

Cited By ~ 4

Author(s):

Inkyung Jung ◽

Jung-hyun Kim ◽

Yuanyuan Ma ◽

Chanran Seo

Keyword(s):

Self Efficacy ◽

Academic Stress ◽

Chinese Adolescents ◽

Mediating Effect ◽

Academic Burnout ◽

The Relationship ◽

Academic Self Efficacy

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The Relationship between Time Management and Academic Burnout with the Mediating Role of Test Anxiety and Self-Efficacy Beliefs among University Students

Journal of Medical Education ◽

10.5812/jme.112142 ◽

2021 ◽

Vol In Press (In Press) ◽

Author(s):

Zahra Kordzanganeh ◽

Saeed Bakhtiarpour ◽

Fariba Hafezi ◽

Zahra Dashtbozorgi

Keyword(s):

Path Analysis ◽

Test Anxiety ◽

Time Management ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Academic Burnout ◽

Mediating Role ◽

Proposed Model ◽

The Relationship

Background: Academic burnout is one of the most important problems throughout all levels of the education system. Objectives: The present study aimed to investigate the relationship between time management and academic burnout with the mediating role of test anxiety and self-efficacy beliefs among university students in 2019. Methods: The study was a descriptive correlation performed by path analysis. The statistical population included all students of Islamic Azad University of Ahvaz and 222 of which were selected as the sample of the study using convenience sampling. The research instruments included the Academic Burnout Questionnaire, the Time Management Questionnaire, the test anxiety inventory, and the General Self-Efficacy Scale. The proposed model was evaluated using path analysis with AMOS software. Results: A direct and positive relationship was observed between time management and self-efficacy beliefs (β = 0.345, P = 0.0001) and between test anxiety and academic burnout (β = 0.515, P = 0.0001). The relationship between time management and test anxiety (β = -0.586, P=0.001) and between self-efficacy beliefs and academic burnout (β = -0.305, P = 0.0001) was negative. The relationship between time management and academic burnout was not significant (β = -0.051, P = 0.425). The results indicated that test anxiety and self-efficacy beliefs had a mediating role in the relationship between time management and academic burnout (β = -3.964, P = 0.001). Conclusions: According to research results, the proposed model had good fitness and is considered an important step in identifying the effective factors in students’ academic burnout.

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