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achievement goal orientations;cognitive engagement;test anxiety;academic achievement
|Issue Date: ||2010-12-03
The purpose of this study was to explore the relationships between achievement goal orientations, cognitive engagement, test anxiety to academic achievement in math among students from grades five through nine. The survey data were collected from 746 students in Yulin County. The descriptive statistics, one-way MANOVA, hierarchical cluster analysis, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple regression analysis were used to analyze data.
The findings of the study indicated that students inclined to hold the approach mastery goal. The degree of their cognitive engagement was moderate. The level of their test anxiety was not high. There were significant differences in the students’ cognitive engagement and test anxiety in relation to background variables. The patterns of achievement goal orientations had significant differences in students’ cognitive engagement, test anxiety, and academic achievement. The students’ achievement goal orientations, cognitive engagement, test anxiety, and academic achievement were correlated to each other. The effects of their achievement goal orientations on academic achievement were mediated by cognitive engagement and test anxiety. The students’ background variables, achievement goal orientations, cognitive engagement, and test anxiety were significant predictors for their academic achievement.
|Appears in Collections:||[教育研究所] 博碩士論文|
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