期刊名称：International Journal of Educational Psychology
电子版ISSN：2014-3591
出版年度：2016
卷号：5
期号：3
页码：308-335
DOI：10.17583/ijep.2016.2271
出版社：Hipatia Press
摘要：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.
关键词：teaching-learning conceptions; test anxiety; academic achievement;
correlation research.
