Optimism and Attributional Retraining: Longitudinal Effects on Academic Achievement, Test Anxiety, and Voluntary Course Withdrawal in College Students1

2004 ◽  
Vol 34 (4) ◽  
pp. 709-730 ◽  
Author(s):  
Joelle C. Ruthig ◽  
Raymond P. Perry ◽  
Nathan C. Hall ◽  
Steven Hladkyj
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Achievement Test ◽  
Attributional Retraining ◽  
Longitudinal Effects

Test Anxiety and Academic Achievement among South African University Students

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1593-1594 ◽  
Author(s):  
Tuntufye S. Mwamwenda
Keyword(s):  
Academic Achievement ◽  
Developing Countries ◽  
University Students ◽  
South African ◽  
Test Anxiety ◽  
Educational Psychology ◽  
Achievement Test ◽  
Mean Difference ◽  
Academic Tasks

Although studies in Western and a few developing countries have indicated students with low scores on test anxiety tend to perform better on academic tasks than those who score higher on test anxiety, at this South African university no statistically significant mean difference on a test in educational psychology was noted for 121 students who scored high on the Anxiety Achievement Test and those 117 who scored low.

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

scholarly journals The Study of Internet Use and Academic Achievement of Elementary Students in Bangkok

2016 ◽  
Vol 6 (2) ◽  
pp. 71
Author(s):  
Aouyporn Suphasawat ◽  
Sirichai Hongsanguansri ◽  
Patcharin Seree ◽  
Ouaychai Rotjananirunkit
Keyword(s):  
Academic Achievement ◽  
Social Media ◽  
Math Achievement ◽  
Achievement Test ◽  
Internet Usage ◽  
School Students ◽  
Wide Range Achievement Test ◽  
Multi Stage ◽  
Wide Range ◽  
Negative Effect

<p>The purpose of this study is to investigate the relationship between internet usage behavior and academic achievement among elementary school students from grade 4-6 in Bangkok. The researcher employed Multi-stage Sampling to recruit 297 samples. The data was gathered via the following tests: 1) Intelligence tests, namely Colored Progressive Matrices (CPM) for students aged 5-11 year old or Standard Progressive Matrices (SPM) for 12 year old and above, and 2) Academic achievement test, namely Wide Range Achievement Test Thai Edition: WRAT-Thai. The findings revealed that time spent on the internet is negatively correlated to student’s reading achievement (r = -.24, p &lt; .001), spelling achievement (r = -.26, p &lt; .001), and math achievement (r = -.20, p = .001). More surprisingly, academic related internet usage was also found to be negatively correlated to math achievement (r = -.20, p &lt; 0.05). Meanwhile, internet usage for social media has a correlation with academic achievement in math and reading, (r = -.20, p = .001) and (r = -.13, p &lt; .05), respectively. Moreover, internet usage for entertainment was found to have a negative correlation with academic achievement in reading, spelling and math, (r = -.25, p &lt; .001), (r = -.27, p &lt; .001) and (r = -.21, p &lt; .001), respectively. Internet usage for online business, however, yielded no correlation to academic achievement. The study concluded that daily internet usage does have an effect on academic achievement in math. Moreover, when used for entertainment and social media, internet usage can pose a negative effect on academic achievement in reading and writing.</p>

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