Generalizability of self-related cognitions in test anxiety

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F01%3A00003014" target="_blank" >RIV/60076658:12410/01:00003014 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Generalizability of self-related cognitions in test anxiety

Popis výsledku v původním jazyce

A 60-item multifacet inventory was designed to examine the generalizability of self-related cognitions in test anxiety. The inventory, founded on a three-facet measurement domain definition of failure outcome expectancies, consisted of items nested within combinations of two facets; self-related cognitions and evaluative concerns. The inventory was administered to a sample of 766 ninth graders (457 boys and 309 girls) 14-15 years of age from an urban population of the Southern part of the Czech Republic. Univriate and multivariate generalizability analyses supported a general component that was substantially more dominated by other-referenced compared to self-referenced failure outcome expectancies. The present findings supported the notion of test anxious students as viewing themselves in a broader social evaluative academic context including both self- and other-referenced self-related cognitions. The emphasis on self-referencing in current measures of test anxiety may be viewed as r

Název v anglickém jazyce

Generalizability of self-related cognitions in test anxiety

Popis výsledku anglicky

A 60-item multifacet inventory was designed to examine the generalizability of self-related cognitions in test anxiety. The inventory, founded on a three-facet measurement domain definition of failure outcome expectancies, consisted of items nested within combinations of two facets; self-related cognitions and evaluative concerns. The inventory was administered to a sample of 766 ninth graders (457 boys and 309 girls) 14-15 years of age from an urban population of the Southern part of the Czech Republic. Univriate and multivariate generalizability analyses supported a general component that was substantially more dominated by other-referenced compared to self-referenced failure outcome expectancies. The present findings supported the notion of test anxious students as viewing themselves in a broader social evaluative academic context including both self- and other-referenced self-related cognitions. The emphasis on self-referencing in current measures of test anxiety may be viewed as r

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

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Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2001

Kód důvěrnosti údajů

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

Název periodika

Personality and Individual Differneces

ISSN

0191-8869

e-ISSN

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Svazek periodika

31

Číslo periodika v rámci svazku

7

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

25

Strana od-do

1147-1171

Kód UT WoS článku

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EID výsledku v databázi Scopus

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