The Bad Test-Taker Identity

Autor/in	Holmes, Jeffrey D.
Titel	The Bad Test-Taker Identity
Quelle	In: Teaching of Psychology, 48 (2021) 4, S.293-299 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320979884
Schlagwörter	Test Anxiety; Student Attitudes; Identification (Psychology); Test Wiseness; Self Efficacy; Undergraduate Students; College Students; Learning Strategies; Questionnaires; Need for Cognition Scale; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen
Abstract	There is widespread belief that test-taking ability is an influential component of academic success distinct from domain knowledge and comprehension. Most of today's college students took many more tests over the course of their primary and secondary education than students of previous generations, and also participated in regular training to strengthen their test-taking skills. Although such training and experience should equalize students on any isolated test-taking ability, the present study reveals that the vast majority students in a college sample believe that students can simply be bad test-takers. Moreover, the majority of students believe that they themselves are bad test-takers, a perspective which is maladaptive in light of relevant research. Accordingly, the data show that students who identify in this way also tend to possess other maladaptive academic attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01