Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

Gokhan Bas

doi:10.17583/ijep.2016.2271

Abstract

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.

Highlights

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement
While the growing interest in teaching-learning conceptions may be related to beliefs of teachers in classroom instructional practices (Chen, Brown, Hattie, & Millward, 2012), teaching-learning conceptions are defined as “the beliefs held by teachers about their preferred ways of teaching and learning
The present study aimed to examine the relationship between teachers’ traditional or constructivist teaching-learning conceptions, as well as the mediating role of test anxiety, on the levels of academic achievement of students

Summary

Introduction

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. Para la recolección de datos se emplearon la escala de concepciones de enseñanza-aprendizaje (Chan & Elliott, 2004), la “Westside test anxiety scale” (Driscoll, 2007), y la “Grade point average determination form”. Se concluyó que la ansiedad ante los exámenes medió la relación la relación entre las concepciones de enseñanza-aprendizaje y el rendimiento académico de manera significativa. Palabras clave: concepciones de enseñanza-aprendizaje, ansiedad antes los exámenes, rendimiento académico, investigación de correlación. IJEP – International Journal of Educational Psychology, 5(3) 311 transmission at one end to a process of facilitating students’ knowledge construction in the learning process at the other end (Chan & Elliott, 2004)

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