Σχέσεις μεταξύ του άγχους εξέτασης, της χρήσης στρατηγικών μάθησης και της κατανόησης κειμένου σε παιδιά του δημοτικού σχολείου

Abstract

This study investigated the relationships among the elementary school pupils’ test anxiety, learning strategy use and text comprehension. A total of 114 pupils of 4th, 5th and 6th grade participated in this study. Children were asked to respond to an inventory tapping test anxiety as a personality trait, and two of its constituents, worry and emotionality. They were also tested with two text comprehension tasks, and were asked to report their possible use of learning strategies (deep and technical). After completing the test of cognitive performance in text comprehension, the participants were asked to respond to a questionnaire tapping state test anxiety during the specific achievement situation. Test anxiety as a trait, worry, and emotionality were found to be related significantly, but low, with technical and deep strategy use. The state test anxiety was related highly with both dimensions of learning strategy use. All of the correlations between the test anxiety variables and the dimensions of learning strategy use were positive. The technical strategy use was the only learning strategy dimension found to be related low and negatively with performance. Finally, worry was the only motivational variable found to be directly and negatively related to text comprehension performance.