How to Reduce Test Anxiety and Academic Procrastination Through Inquiry of Cognitive Appraisals: A Pilot Study Investigating the Role of Academic Self-Efficacy

Frontiers in Psychology

article

Ann Krispenz¹  Leonie Schültke¹  Oliver Dickhäuser¹ 

[1] Department of Psychology, University of Mannheim

关键词: educational psychology;    test anxiety;    academic self-efficacy;    academic procrastination;    cognitive appraisals;    inquiry-based stress reduction;   

DOI  :  10.3389/fpsyg.2019.01917

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Background and Objectives Test anxiety can impair learning motivation and lead to procrastination. Control-value theory of achievement emotions ( Pekrun, 2006 ) assumes test anxiety to be a result of students’ appraisals of the testing situation and its outcomes. Modification of cognitive appraisals such as low self-efficacy beliefs is thus assumed to reduce test anxiety and subsequent procrastination. In the present study, we tested the effects of an inquiry-based stress reduction (IBSR) intervention on students’ academic self-efficacy, their test anxiety, and subsequent procrastination in the final stages of an academic term.

【 授权许可】

CC BY