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Automatic Thoughts and Test Anxiety as Determinants of Objective and Subjective Academic Achievement

Tamara Mohorić   ORCID icon orcid.org/0000-0002-5274-1850 ; Odsjek za psihologiju, Filozofski fakultet Sveučilišta u Rijeci

Puni tekst: hrvatski, pdf (226 KB) str. 1-14 preuzimanja: 2.907* citiraj
APA 6th Edition
Mohorić, T. (2008). Automatske misli kod učenja i ispitna anksioznost kao odrednice subjektivnoga i objektivnoga akademskog postignuća studenata. Psihologijske teme, 17 (1), 1-14. Preuzeto s https://hrcak.srce.hr/32449
MLA 8th Edition
Mohorić, Tamara. "Automatske misli kod učenja i ispitna anksioznost kao odrednice subjektivnoga i objektivnoga akademskog postignuća studenata." Psihologijske teme, vol. 17, br. 1, 2008, str. 1-14. https://hrcak.srce.hr/32449. Citirano 17.09.2021.
Chicago 17th Edition
Mohorić, Tamara. "Automatske misli kod učenja i ispitna anksioznost kao odrednice subjektivnoga i objektivnoga akademskog postignuća studenata." Psihologijske teme 17, br. 1 (2008): 1-14. https://hrcak.srce.hr/32449
Harvard
Mohorić, T. (2008). 'Automatske misli kod učenja i ispitna anksioznost kao odrednice subjektivnoga i objektivnoga akademskog postignuća studenata', Psihologijske teme, 17(1), str. 1-14. Preuzeto s: https://hrcak.srce.hr/32449 (Datum pristupa: 17.09.2021.)
Vancouver
Mohorić T. Automatske misli kod učenja i ispitna anksioznost kao odrednice subjektivnoga i objektivnoga akademskog postignuća studenata. Psihologijske teme [Internet]. 2008 [pristupljeno 17.09.2021.];17(1):1-14. Dostupno na: https://hrcak.srce.hr/32449
IEEE
T. Mohorić, "Automatske misli kod učenja i ispitna anksioznost kao odrednice subjektivnoga i objektivnoga akademskog postignuća studenata", Psihologijske teme, vol.17, br. 1, str. 1-14, 2008. [Online]. Dostupno na: https://hrcak.srce.hr/32449. [Citirano: 17.09.2021.]

Sažetak
The aim of the present study was to determine the relationship between academic achievement and its cognitive and emotional determinants i.e. the goal was to examine the relationship of achievement, automatic thoughts and test anxiety in Croatian university students. Participants were students in their 2nd, 3rd and 4th year of study at the University of Rijeka and Zagreb. The results show that there is a significant correlation between automatic thoughts, test anxiety and students’ academic achievement. Those students who reported fewer automatic thoughts and lower level of cognitive test anxiety had better college achievement, measured as a grade point average. When achievement is measured via subjective appraisal (self-satisfaction), the results are similar. This means that students who are more content with themselves seldom report negative automatic thoughts and have fewer symptoms of test anxiety. The results also showed a significant difference in the frequency of automatic thoughts between high and low test-anxious students. There was no difference in grade point average between high and low test-anxious students, but there was significant difference in self-satisfaction.

Ključne riječi
automatic thoughts; test anxiety; worry; emotionality; academic achievement

Hrčak ID: 32449

URI
https://hrcak.srce.hr/32449

[hrvatski]

Posjeta: 4.720 *