Role of the Type of Study in Relation to Anxiety and Academic Success

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73593169" target="_blank" >RIV/61989592:15410/18:73593169 - isvavai.cz</a>

Result on the web

—

DOI - Digital Object Identifier

—

Result language

angličtina

Original language name

Role of the Type of Study in Relation to Anxiety and Academic Success

Original language description

The main objective of the paper is to broaden the knowledge base of a large group of pre-service teachers in relation to the analysis of the relationship between the type of study, anxiety and academic success. To obtain the required data, we used the State-Trait Anxiety Inventory, Trait version. The sample consisted of 411 undergraduate students of the teaching profession (avg. age 24 = 68, SD = 6, 26, range 19-54), of which 76 were men and 335 women. The results are directly related to the total set of students, gender and type of study. Day-study students have shown that higher anxiety is generally associated with weaker academic and social skills. Distant study students have demonstrated anxiety relationships with multiple variables (including learning outcomes).

Czech name

—

Czech description

—

Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

ICLEL 18 Conference Proceeding Book

ISBN

978-605-66495-3-0

ISSN

—

e-ISSN

neuvedeno

Number of pages

6

Pages from-to

815-820

Publisher name

Sakarya University

Place of publication

Sakarya

Event location

Wroclav

Event date

Jul 3, 2018

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

—