Summary of Articles on Student Learning, Goal Setting, Test Anxiety - Annotated Bibliography Example

Summary of Articles on Student Learning, Goal Setting, Test Anxiety Name Tutor Course Date Article 1 Motevalli’s et al (2013) article is about how students can control test anxiety to ensure better academic achievement. The study’s primary objective is to provide an insight into the nature of anxiety, test anxiety, time management techniques, motivation, goal setting, memory tips, and test taking tricks. The aims of the study is to teach students various strategies and tips in all study habits and test taking activities in order to improve their academic achievements. The study is based on the theory that students who have anxiety can be taught to control test anxiety in order to prevent the negative implications of limiting academic potentials. The research study method used included document analysis, which Motevalli’s et al (2013) used to analyses published literature in order to compare between existing intervention measures and the effectiveness of the new study training skills. Published research studies were reviewed to examine cases of anxiety among students. Motevalli’s et al (2013) found that a wide range of training programmes exist that can be used to train students to have effective study skills and time management. Motevalli’s et al (2013) also out that just study skills training cannot solely get rid of or decrease anxiety and improve academic performance. To achieve positive results, the study skills training must concurrently be employed alongside behavioural procedures like systematic decentralization. Conclusions that could be drawn from Motevalli’s et al (2013) study is that students who make use of the study skills as well as those that get to acquire skills on how to become independent become motivated to join higher learning institutions. It is concluded that students should be taught to take responsibility for learning and the outcomes of the learning efforts. A major limitation of the study is that it was largely based on document analysis, and hence may not be totally reliable as there no follow on empirical study was carried. Article 2 Forneris’ et al (2007) article is about setting of goals, problem-solving and provision of social support to develop the ability of adolescents using life skills program. The study’s objective is to evaluate how Going for the Goal (GOAL) program assists adolescents to develop skills in when it comes to goal-setting, problem- solving and seeking social support. The study was based on underlying theory that implementing goal programme to teach the adolescents fundamental skills helps them to solve problems, set goals and to acquire social support. The research method use included qualitative semi-structured interviewed method, where 20 participants, male and female children ranging between 14 and 16 years old were recruited from their English class at large Canadian High school. Forneris’ et al (2007) found that the adolescents who participated in GOAL programmes effectively acquired the skills the programme is designed to teach. It was further established that if intervention measures are carried out in time, behaviour that may interfere with the good health of the adolescents can be prevented in time. Forneris’ et al (2007) proposes intervention measures that can strengthen patterns of healthy behaviours. Forneris’ et al (2007) indicates that the participants in his study who went through the goal programme developed understanding of the significance of setting goals and to work towards attaining them. In the same way, the participants also learn how to solve problem as they acknowledged they would report to someone if they had a problem, or stop to think about how the solve the problem by weighing through options. Since the participants who took part in the GOAL program became better prepared to increase their performances and to attain their goals in all aspects of life, it is concluded that goal-setting ensures improved performance. Article Three Dishon-Berkovits’s (2014) article is about what motivates better academic achievement. The study aimed to examine the effects of motivation on better academic performance. The study’s objective is to broaden the understanding of academic achievement by linking goal-setting theory and the achievement goal theory. Dishon-Berkovits’s (2014) study was based on the assumption that goal-setting theory and the achievement goal theory promote an understanding of academic performance can be achieved. It further argues that while better academic performance should be influenced through assigned learning goals, goal-setting helps in understanding of academic achievement. The study used quasi-experiment quantitative research design and qualitative data analysis method where published research literature was analysed base on the two theoretical concepts. In quasi-experiment, Dishon-Berkovits (2014) introduced new intervention measure using controlled clinical trial (CCT). Overall, Dishon-Berkovits’s (2014) used 104 freshmen female students in the study. Dishon-Berkovits (2014) found that academic achievements are vulnerable to circumstances and student’s academic achievement is influenced by the teachers. Dishon-Berkovits (2014) showed that this could be attained through provision of assigned learning goals to students in order to promote. However, Dishon-Berkovits (2014) has several limitations since the interaction between bad academic achievement goals and assigned learning goals lack significance. The findings indicate that in order to ensure better academic achievement, the most beneficial goals to be assigned by teacher in class room should be the assigned learning goals. It is further concluded that promoting misery achievement goals along with performance-approve achievement goals lead to improved academic performance. At the same time, Dishon-Berkovits’s (2014) finding also relate to the current studies, as he acknowledges so. Overall, it is concluded that students who experience improved academic performance in the long run are those that use performance-approve and mastery achievement goals. Reflections In analysis of the three articles, the first step included reading through their respective articles in order to understand what the articles talked about. In fact, in using this article, I was able to know what to expect from the three articles. To develop a deeper insight into each of the three articles, I read through their abstracts. Fortunately, all the three abstracts had background information on the objectives of the study and the findings. The abstract made it easy to read through the three articles and to summarize each objective and findings of the study. However, understanding the research problems, the theories used and the conclusions reached by the three articles was also important. In each article, the after reading through the article, I had to principles underlying each study, the research methods used and the key findings of each article. To establish the limitations, I had to go through each conclusion and relate it to the research methods use. In using this procedure, I summarized the three articles, one after the other. Regarding personal reflection, I have learnt some things on how to control test anxiety as a student, how to set academic and personal goals, engage in problem-solving through skills program and lastly what motivates better academic performance. After reviewing Motevalli’s et al (2013) work, I learnt that students who have anxiety can be instructed on how to control test anxiety in order to prevent the negative effects such as bad academic potentials. However, a range of methods have to be employed, including motivating the students rather than just study skills training. I learnt that when I make use of the study skills and become motivated, joining higher learning institutions is very likely. In Forneris’ et al (2007) article, I learnt that unhealthy behaviours that prevent one from focusing on goals can be preventing through the right life skills programs. A key lesson is that by setting the goals and working towards them, attaining better academic performance is possible. In Dishon-Berkovits’s (2014) article, I learnt that teachers influence the performance of students. In which case, teachers can influence better academic achievement by setting up learning goals in classrooms. Reference List Dishon-Berkovits, M 2014, “A study of motivational influences on academic achievement,” Soc Psychol Educ , vol 17, p 327–342. Forneris, T, Steven , J , Danish and Scott, D, 2007, “Setting Goals , solving problems and seeking and seeking social support,” Adolescence , vol 42 no 165, pp.103-114. Motevalli, S, Tajularipin S, Sahandri G, Norlizah, H & Garmjani, M 2013, “New Study Skills Training Intervention for Students Who Suffer from Test Anxiety,” Asian Social Science, vol 9 no 7, pp. 85-95. Read More