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Abstract
This article presents the results of a study on the relationship between conscious self-regulation of learning activity, test anxiety and performance in the Unified State Exam in mathematics in a sample of Russian students (N = 231). The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ, 2015) and Spielberger’s Test Anxiety Inventory (TAI) (Russian adaptation, 2004) were used to measure self-regulation and anxiety, respectively. The study also took into account the students’ results for the Unified State Exam in mathematics. The study revealed a negative correlation for the test anxiety indicators with both the exam results and regulatory characteristics. The cluster analysis identified groups of students that differed in their level of self-regulation development, anxiety indicators, and the math exam result. It appears that students who have the lowest exam results are characterized not only by high test anxiety rates, but also by lower self-regulation levels. The regression analysis within the groups showed that a higher exam result is largely associated with a person’s regulatory resources. Examination success is based not so much on the ability to cope with adverse functional states, but on the maturity and stability of an integrated system of conscious self-regulation, which determines students’ effectiveness in achieving educational goals.
Highlights
Test anxiety has been studied for many years, but it still remains a serious educational problem.Scientists note that the test anxiety phenomenon will be relevant as long as test technologies are used for evaluating academic achievement [1,2].In the research literature, test anxiety is considered as a combination of two components: worry and emotionality [3,4,5,6,7,8]
We suggest that acquiring the psychological competencies that allow students to successfully pass examinations is highly related to the development of the conscious self-regulation of educational activities, that is, the student’s ability to independently and responsibly promote educational and life goals and manage their achievement based on the maximum use of individual resources
In the present study we investigated the relationship between the indicators of conscious self-regulation, test anxiety and Unified State Exam success; identified student groups with different levels of the characteristics under study; and made a comparative analysis of the predictors of exam success among students with different levels of test anxiety
Summary
Test anxiety is considered as a combination of two components: worry and emotionality [3,4,5,6,7,8]. Worry is defined as a cognitive component, a comprehension of difficult-to-explain or disturbing circumstances, while emotionality is defined as non-specific reactions caused by stimulation of the autonomic nervous system. The cognitive component is more stable over time and reaches greatest intensity during and after examinations. The analysis of the relationship between these two components and academic success suggests that the worry component influences exam results to a greater degree [3,9]. Many researchers consider test anxiety as a multidimensional phenomenon, which, in addition to the
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