A cross‐cultural latent profile analysis of university students' cognitive test anxiety and related cognitive‐motivational factors

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-03-27 DOI:10.1002/pits.23186

Christopher L. Thomas, Omer Ozer

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引用次数: 0

Abstract

The successful treatment of test anxiety treatment requires an understanding of the unique barriers and challenges faced by test‐anxious students. Therefore, the current study utilized a combination of person‐centered and qualitative methods to investigate the existence of unique subpopulations or subtypes of test‐anxious students within Turkish and United States student samples. University students (N = 422) completed measures of cognitive test anxiety, self‐efficacy, academic buoyancy, failure appraisal, academic self‐handicapping, and goal commitment. Participants also completed open‐ended questions assessing facilitators and inhibitors of academic success. The results of a multigroup latent profile analysis identified four learner subtypes in both the Turkish and United States samples. However, our analyses revealed structural differences in latent profiles identified in two cultural contexts. Furthermore, the qualitative results emphasized the importance of self‐regulated learning, buoyancy, goal commitment, and self‐actualization to academic success. Our discussion emphasizes the importance of considering learners' unique characteristics when designing educational supports.

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大学生认知考试焦虑及相关认知动机因素的跨文化潜在特征分析

要成功治疗考试焦虑症，就必须了解考试焦虑症学生所面临的独特障碍和挑战。因此，本研究采用以人为本和定性相结合的方法，调查土耳其和美国学生样本中是否存在独特的考试焦虑学生亚群或亚型。大学生（N = 422）完成了认知考试焦虑、自我效能感、学业浮力、失败评价、学业自我束缚和目标承诺的测量。受试者还完成了评估学业成功的促进因素和抑制因素的开放式问题。多组潜在特征分析的结果在土耳其和美国的样本中都发现了四种学习者亚型。然而，我们的分析表明，在两种文化背景下发现的潜在特征存在结构性差异。此外，定性结果强调了自我调节学习、浮力、目标承诺和自我实现对学业成功的重要性。我们的讨论强调了在设计教育支持时考虑学习者独特特征的重要性。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.