著者

塩谷 祥子

出版者

日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.43, no.2, pp.125-133, 1995-06-30

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The following study explored the cognitive appraisals as predictors of test anxiety and learning behavior, and the influence of test anxiety and learning behavior on school performance. 220 high school students completed questionnaires that assessed their(a)test anxiety (worries and the general tendency to experience cognitive interference in test situations), (b)cognitive appraisals of learning skills acquisition and learning behavior's costs on English and mathematics learning, and (c)amount of learning time per week, in English and mathematics learning respectively. Students' school performance were assessed by their score on English and mathematics tests. The results of a covariance structure analysis indicated that school performance was directly related to students' test anxiety and learning behavior. Students' cognitive appraisals of learning skills acquisition predicted test anxiety, whereas those of learning behavior's costs predicted the amount of learning time. Test anxiety was virtually uncorrelated with learning behavior. The implications of these findings for reducing test anxiety were discussed.