RESUMO
This study examined the relationship among state and trait anxiety, cognitive style, and mathematics achievement. The Ss were 50 junior college students enrolled in a mathematics course. The results confirmed the hypothesis that high state anxiety would be associated with poor mathematics achievement; trait anxiety showed no significant relationship to achievement. The need to develop learning aids and strategies to counteract the possible debilitating effects of state anxiety in learning and mathematics assessment was discussed.
Assuntos
Logro , Ansiedade/psicologia , Área de Dependência-Independência , Matemática , Adulto , Feminino , Humanos , Masculino , Fatores SexuaisRESUMO
Examined the relationships among self-regulatory behaviors, perceptions of social reinforcement from significant persons, and the problem-solving performance of black adolescents (N = 33). The components of self-regulatory processes--self-reinforcement, self-evaluation and self-monitoring--were interrelated highly. Ss' perception of neither positive nor negative social reinforcement was related significantly to problem-solving performance. Discussion centered around the effects of self-responsibility and affective factors in the achievement orientation of minority children.
