The Effects of Self-Efficacy and Anxiety on Academic Performance - Case Study Example

The effects of test-based learning, self-efficacy, and anxiety on academic performance Name Institution Date Abstract This study observed the relationship between body dissatisfaction and test-based learning, self-efficacy, and anxiety on academic performance. The study aimed at revealing the relationship between the aforementioned variances. In order to ensure that there was transparency and fairness in the research, participants was sourced from different diversities of lives, that is, male and female genders. The participants were 285 men and women; Out of the total population sample of 285 (SD = 5.0), there were 145 females and 140 males: 50.9% females and 49.1% males. They completed a questionnaire assessing the effects of test-based learning, self-efficacy, and anxiety on academic performance. Hierarchical regression revealed that, when entered at Step 1, self-efficacy accounted for a significant amount of variance in change in the effects of test-based learning. Previous studies have also demonstrated the diversities in the aforementioned correlations. However, a close study has not been done to show how they correlate in order to draw a clear conclusion. Hence, the current study seeks to seal the loophole by harmonizing on gender disparities and showing how the variances co-relate. Current findings suggest that previous bivariate estimates may overstate the influence of effects of test-based learning, self-efficacy, and anxiety on academic performance. However, replication is necessary to ensure that current results are not unduly influenced by identified study limitations. Further studies should further reveal and possibly confirm the relation between the correlations in this study. Time changes and transition may become evident with the change of time. Needless to say, the studies should fairly represent both genders within a particular scope. Despite the fact that age may vary between individuals pursuing a discipline that the investigation is based on, precaution should be done to ensure that the age bracket is also limited. Introduction This study examined the relationship between body dissatisfaction and test-based learning, self-efficacy, and anxiety on academic performance. Self-assessment and individuality are associated, since the growth of internal actions for language achievement is among the major features of autonomous learning. Current findings suggest that previous studies on acquainting the students with assessment and evaluation helps them in discovering a learning way, account for their distinct progress of education, strategize for self-assessment to advance learning performance, and creating the capability to plot and evaluate themselves. Methods: All the analyses were done using SPSS software. The data was checked for outliers and normality. The outliers were known and adjusted to a significant value, a unit higher that preceding extreme value. The main variables were assessed for normality by using the Kolmogorov-Smirnov test. The alpha level p = 0.05 was applied in the research, because of the significant amount of the sampled population. Out of the total population sample of 285 (SD = 5.0), there were 145 females and 140 males: 50.9% females and 49.1% males. Participants Participants were 285 men and women; Out of the total population sample of 285 (SD = 5.0), there were 145 females and 140 males: 50.9% females and 49.1% males. Materials Procedure Results The outliers were known and adjusted to a significant value, a unit higher that preceding extreme value. The main variables were assessed for normality by using the Kolmogorov-Smirnov test. The alpha level p = 0.05 was applied in the research, because of the significant amount of the sampled population. Statistics Out of the total population sample of 285 (SD = 5.0), there were 145 females and 140 males: 50.9% females and 49.1% males. Descriptive statistics The table shows the descriptive statistics for the levels of age in years, test Anxiety inventory, and milestone self- efficacy. Before the analysis of the data, it was necessary to determine whether final unit score (dependent variable) was distributed normally. The mean score for the three dimensions the dependent variable was all within the moderate symptom range, as provided in the MBI manual. The mean score for final unit score, the dependent variable, is 64.4 (SD = 12.5) out of a total of 3. Higher scores are indications of higher levels of final unit score. Therefore, the current sample has a high score of occupational stress. Final unit score has significant values, which is above 0.001, thus show normal distribution. Thus, the parametric tests can be utilized in data analysis. Analysis of Variance The tables above indicate the independent regression of double learning, control, and test-based learning. According to the regression summary of the dependent variable, the overall regression was found to be significant (F (2.6, 61.8) = 28), p0.05) in double learning, control, and test-based learning. The table shows the correlation table for the test anxiety, final unit score, and milestone efficacy. Before the analysis of the data, it was necessary to determine whether final unit score (dependent variable) was distributed normally. The mean score for the three dimensions the dependent variable was all within the moderate symptom range, as provided in the MBI manual. The mean score for final unit score, the dependent variable n = 285, r = 0.000 p= 0.000). Higher scores are indications of higher levels of final unit score. Therefore, the current sample has a high score of occupational stress. Self-efficacy has significant values, which is above 0.001, thus show normal distribution. Thus, the parametric tests can be utilized in data analysis. The tables above indicate the independent regression of double learning, control, and test-based learning. According to the regression summary of the dependent variable, the overall regression was found to be significant (F (2.6, 61.8) = 28), p0.05) in double learning, control, and test-based learning. Regression Model The regression separated models 1 and 2 focus more on the independent variables. Following the correlation analyses, the significant demographic variables of coping styles were entered into a linear regression analysis alongside the other independent variable of attitudes towards the language acquisition. Concerning the regression analysis for total coping styles (see table 2 and 3) a significant multiple correlation was observed for regression model 1 (r = 0.000, p = 0.000, N = 285). This shows an approximately 40% of shared variance between the (dependent variable) and coping styles (independent variable). The regression output to have a negative output (-.105) in correlation to the occupational stress independent variable. The coefficient is an indication of the negative association of this variable to double learning, control, and test-based learning. Hierarchical regression analysis was conducted to evaluate the influence of Time 1 body dissatisfaction on change in self-esteem scores by itself (at Step 1), and within the context of other domains of satisfaction (at Step 2). At Step 1, body dissatisfaction scores reliably predict change in self-esteem, accounting for approximately 10% of variance in the DV;) = 51.76, p < .005. The inclusion of other domains of satisfaction explained an additional 8% variance in the DV; ΔR2 = .08, Fchange(7, 341) = 10.69, p = .001. As shown in Table 2, body dissatisfaction does not make a significant unique contribution to prediction after controlling for other domains of satisfaction (t = -1.36, p = 0.001). The only predictor to significantly contribute to prediction of change in self-esteem at Step 2 is satisfaction with achievement, which uniquely explains 5% variance in the DV (sr2 = .05). Correlation results indicate that the total value of occupational stress scale is positive and significantly associated to test anxiety, final unit score, and milestone efficacy (r = 0.000, p< 0.05, N = 285), but is negatively associated with final unit score (r = 0.000, p< 0.05, N = 285). The final unit score are positively and significantly associated with coping styles. For instance, it is significantly and positively correlated with milestone efficacy (r = 0.000, p< 0.05, N = 285). This indicates a positive, although small, the significance of about 20%. Therefore, although test anxiety, final unit score, and milestone efficacy are positively and significantly associated with final unit score, it is evident that the subscale (milestone efficacy) is negatively correlated with final unit score in language acquisition. As identified initially, there is a positive and significant correlation bewteen milestone self-effuicacy and test-anxiety inventory vis-à-vis the dependent variables. The regression separated models 1 and 2 to focus on the independent variables. After the correlation analyses, the significant demographic variables of coping styles were entered into a linear regression analysis alongside the other independent variable of attitudes towards the language acquisition. Concerning the regression analysis for self-efficacy (see table 2 and 3) a significant multiple correlation was observed for regression model 1 (r = 0.000, p = 0.000, N = 285). This shows an approximately 40% of shared variance between the (dependent variable) and (independent variable). The regression output to have a positive output in correlation to the independent variable. The coefficient is an indication of the negative association of this variable to double learning, control, and test-based learning. Discussion This study examined the relationship between body dissatisfaction and test-based learning, self-efficacy, and anxiety on academic performance. Self-assessment and individuality are associated, since the growth of internal actions for language achievement is among the major features of autonomous learning. Acquainting the students with assessment and evaluation helps them in discovering a learning way, account for their distinct progress of education, strategize for self-assessment to advance learning performance, and creating the capability to plot and evaluate themselves. The table shows the descriptive statistics for the levels of age in years, test Anxiety inventory, and milestone self- efficacy. Before the analysis of the data, it was necessary to determine whether final unit score (dependent variable) was distributed normally. The mean score for the three dimensions the dependent variable was all within the moderate symptom range, as provided in the MBI manual. Higher scores are indications of higher levels of final unit score. Therefore, the current sample has a high score of occupational stress. Final unit score has significant values, which is above 0.001, thus show normal distribution. Thus, the parametric tests can be utilized in data analysis. Conclusion  This study examined the relationship between body dissatisfaction and test-based learning, self-efficacy, and anxiety on academic performance. Self-assessment and individuality are associated, since the growth of internal actions for language achievement is among the major features of autonomous learning. Current findings suggest that previous studies on acquainting the students with assessment and evaluation helps them in discovering a learning way, account for their distinct progress of education, strategize for self-assessment to advance learning performance, and creating the capability to plot and evaluate themselves. References Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test Anxiety and Academic Performance in Undergraduate and Graduate Students. Journal of Educational Psychology, 97(2), 268. Elias, S. M., & MacDonald, S. (2007). Using Past Performance, Proxy Efficacy, and Academic Self‐Efficacy to Predict College Performance. Journal of Applied Social Psychology, 37(11), 2518-2531. Glover, J. A. (1989). The "testing" phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81(3), 392. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning taking memory tests improves long-term retention. Psychological science, 17(3), 249-255. Read More

Current findings suggest that previous studies on acquainting the students with assessment and evaluation helps them in discovering a learning way, account for their distinct progress of education, strategize for self-assessment to advance learning performance, and creating the capability to plot and evaluate themselves. Methods: All the analyses were done using SPSS software. The data was checked for outliers and normality. The outliers were known and adjusted to a significant value, a unit higher that preceding extreme value.

The main variables were assessed for normality by using the Kolmogorov-Smirnov test. The alpha level p = 0.05 was applied in the research, because of the significant amount of the sampled population. Out of the total population sample of 285 (SD = 5.0), there were 145 females and 140 males: 50.9% females and 49.1% males. Participants Participants were 285 men and women; Out of the total population sample of 285 (SD = 5.0), there were 145 females and 140 males: 50.9% females and 49.1% males.

Materials Procedure Results The outliers were known and adjusted to a significant value, a unit higher that preceding extreme value. The main variables were assessed for normality by using the Kolmogorov-Smirnov test. The alpha level p = 0.05 was applied in the research, because of the significant amount of the sampled population. Statistics Out of the total population sample of 285 (SD = 5.0), there were 145 females and 140 males: 50.9% females and 49.1% males. Descriptive statistics The table shows the descriptive statistics for the levels of age in years, test Anxiety inventory, and milestone self- efficacy.

Before the analysis of the data, it was necessary to determine whether final unit score (dependent variable) was distributed normally. The mean score for the three dimensions the dependent variable was all within the moderate symptom range, as provided in the MBI manual. The mean score for final unit score, the dependent variable, is 64.4 (SD = 12.5) out of a total of 3. Higher scores are indications of higher levels of final unit score. Therefore, the current sample has a high score of occupational stress.

Final unit score has significant values, which is above 0.001, thus show normal distribution. Thus, the parametric tests can be utilized in data analysis. Analysis of Variance The tables above indicate the independent regression of double learning, control, and test-based learning. According to the regression summary of the dependent variable, the overall regression was found to be significant (F (2.6, 61.8) = 28), p0.05) in double learning, control, and test-based learning. The table shows the correlation table for the test anxiety, final unit score, and milestone efficacy.

Before the analysis of the data, it was necessary to determine whether final unit score (dependent variable) was distributed normally. The mean score for the three dimensions the dependent variable was all within the moderate symptom range, as provided in the MBI manual. The mean score for final unit score, the dependent variable n = 285, r = 0.000 p= 0.000). Higher scores are indications of higher levels of final unit score. Therefore, the current sample has a high score of occupational stress.

Self-efficacy has significant values, which is above 0.001, thus show normal distribution. Thus, the parametric tests can be utilized in data analysis. The tables above indicate the independent regression of double learning, control, and test-based learning. According to the regression summary of the dependent variable, the overall regression was found to be significant (F (2.6, 61.8) = 28), p0.05) in double learning, control, and test-based learning. Regression Model The regression separated models 1 and 2 focus more on the independent variables.

Following the correlation analyses, the significant demographic variables of coping styles were entered into a linear regression analysis alongside the other independent variable of attitudes towards the language acquisition.

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