TY - JOUR
T1 - Metacognition as a mediator of the effect of test anxiety on a surface approach to studying
AU - Spada, Marcantonio M.
AU - Nikcevic, Ana V.
AU - Moneta, Giovanni B.
AU - Ireson, Judy
N1 - This is an Accepted Manuscript version of the following article, accepted for publication in Educational Psychology, An International Journal of Experimental Educational Psychology. Spada, M. M., Nikcevic, A. V., Moneta, G. B., & Ireson, J. (2006). Metacognition as a Mediator of the Effect of Test Anxiety on a Surface Approach to Studying. Educational Psychology, 26(5), 615–624. https://doi.org/10.1080/01443410500390673. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
PY - 2006/10/1
Y1 - 2006/10/1
N2 - This study investigated the role of metacognition as a mediator of the effect of test anxiety on a surface approach to studying. The following scales were completed by 109 undergraduate social sciences students: Approaches and Study Skills Inventories for Students (ASSIST), Metacognitions Questionnaire (MCQ), and Test Anxiety Scale (TAS). Positive and significant correlations were observed between test anxiety and a surface approach to studying, and between all five dimensions of metacognition and test anxiety. Positive and significant correlations were also found between four of the five dimensions of metacognition and a surface approach to studying. Structural equation modelling was used to test a mediational model in which test anxiety predicted metacognition which in turn predicted a surface approach to studying. The results supported the hypothesis that the effect of test anxiety on a surface approach to studying is entirely mediated by metacognition. The practical implications of these findings are outlined.
AB - This study investigated the role of metacognition as a mediator of the effect of test anxiety on a surface approach to studying. The following scales were completed by 109 undergraduate social sciences students: Approaches and Study Skills Inventories for Students (ASSIST), Metacognitions Questionnaire (MCQ), and Test Anxiety Scale (TAS). Positive and significant correlations were observed between test anxiety and a surface approach to studying, and between all five dimensions of metacognition and test anxiety. Positive and significant correlations were also found between four of the five dimensions of metacognition and a surface approach to studying. Structural equation modelling was used to test a mediational model in which test anxiety predicted metacognition which in turn predicted a surface approach to studying. The results supported the hypothesis that the effect of test anxiety on a surface approach to studying is entirely mediated by metacognition. The practical implications of these findings are outlined.
U2 - 10.1080/01443410500390673
DO - 10.1080/01443410500390673
M3 - Article
AN - SCOPUS:33750101485
SN - 0144-3410
VL - 26
SP - 615
EP - 624
JO - Educational Psychology
JF - Educational Psychology
IS - 5
ER -