Izvorni znanstveni članak
The Role of Automatic Thoughts, Learning Habits and Test Anxiety in Elementary School Students' Academic Achievement and Satisfaction
Ivanka ŽIVČIĆ-BEĆIREVIĆ
Željko RAČKI
Sažetak
The main goal of the research was to check the possible
developmental differences in the role of automatic thoughts
in the explanation of elementary school students' academic
achievement. An earlier developed scale for the assessment
of automatic thoughts during learning has been used. The sample consisted of 720 elementary school students enrolled
in 6th to 8th grade. Besides automatic thoughts during
learning, test anxiety and their study habits have been
assessed. All three types of negative thoughts were significant
predictors of school success, while positive thoughts and
negative thoughts related to fear of failure and fear of
disappointing parents were significant predictors of student
satisfaction. The cognitive aspect of test anxiety is a
significant negative, while physiological test anxiety is a
significant positive predictor of school success in all children.
Girls have more negative thoughts related to fear of failure
than boys do, which is also reflected on their higher test
anxiety. In spite of the fact that girls put more effort in
studying and have better school success, they are at the
same time less satisfied with their school achievements.
While there is no difference in the frequency of positive
thoughts, older students have more negative thoughts than
younger ones, as well as higher test anxiety.
Ključne riječi
automatic thoughts; test anxiety; school success
Hrčak ID:
18346
URI
Datum izdavanja:
31.12.2006.
Posjeta: 5.184 *