Locus of control, test anxiety, and student performance in a personalized instruction course.

1974 ◽  
Vol 66 (6) ◽  
pp. 968-973 ◽  
Author(s):  
George J. Allen ◽  
Cherney Giat ◽  
Roger J. Cherney
Keyword(s):  
Locus Of Control ◽  
Student Performance ◽  
Test Anxiety ◽  
Control Test ◽  
Personalized Instruction

Locus of Control, Test Anxiety, Academic Procrastination, and Achievement among College Students

2004 ◽  
Vol 95 (2) ◽  
pp. 581-582 ◽  
Author(s):  
Randy Carden ◽  
Courtney Bryant ◽  
Rebekah Moss
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Test Anxiety ◽  
Self Report ◽  
Academic Procrastination ◽  
Control Test ◽  
External Locus ◽  
Control Scale ◽  
Anxiety Test ◽  
Median Split

114 undergraduates completed the Internal–External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter.

Measuring Locus of Control in a Hospital Setting

1985 ◽  
Vol 56 (2) ◽  
pp. 525-526 ◽  
Author(s):  
Ciporah S. Tadmor ◽  
John E. Hofman
Keyword(s):  
Locus Of Control ◽  
Construct Validity ◽  
Hospital Setting ◽  
External Control ◽  
Hospital Personnel ◽  
Control Test ◽  
Control Scale ◽  
Perceived Locus Of Control ◽  
Test Retest Reliability ◽  
Further Development

A 6-item health locus-of-control scale was freely adapted from the well known Rotter scale of perceived locus of control to differentiate between individuals who believe that even in a hospital setting they exercise some control over decisions affecting their health and those who look for medical caregivers, doctors, nurses, and technicians to assume external control. Test-retest reliability of the measure developed was 0.81, as obtained from 26 hospital personnel. It was hypothesized that individuals higher in hospital status would be more internally oriented on the measure, i.e., physicians and nurses, than individuals lower in status, such as patients. Confirmation of the hypothesis lent construct validity to the measure and opened the way for its use and further development.

scholarly journals Online MCQ Assessment Anxiety Amongst 1st Year Psychology Students

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Gareth Davies
Keyword(s):  
Student Performance ◽  
Test Anxiety ◽  
Undergraduate Students ◽  
Computer Anxiety ◽  
Formative Assessments ◽  
Pass Rates ◽  
Valid Test ◽  
Learning Platforms ◽  
Technical Advice ◽  
Subject Material

First year undergraduate students studying psychology online with the University of the Highlands and Islands experienced anxiety while taking the first of two online multiple choice question (MCQ) assessments. The literature reveals that test anxiety, computer anxiety and technostress have been recognised as issues for some time. As a distributed University that relies heavily on online technology, these issues are potentially significant for UHI and other higher education institutions utilising online learning platforms. Feedback from students after the first MCQ assessment revealed that test anxiety, computer anxiety and technostress were all experienced in some form during the deployment of the assessment. Consequentially, steps were taken to mitigate against these reported issues. Detailed technical advice and guidance was issued ahead of the second online MCQ assessment. End of module feedback from students indicated that anxiety-related issues were reduced by the advice issued to them. For subsequent cohorts of students, formative assessments and detailed technical advice and guidance were issued. MCQ tests were reduced from two to one. An examination of assessment pass rates and feedback for this second cohort of students indicated that the use of a formative assessment and detailed technical advice and guidance deployed prior to the summative assessment were effective at ameliorating against online test anxiety. There are a number of factors that might interact in a complex way to affect student performance in an online MCQ test setting. It is important that wherever possible, we deploy assessments that are a valid test of students’ knowledge and understanding of subject material rather than their ability to deal with situations that engender anxiety and stress.

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