Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities.

IF 2.1 3区 教育学 Q1 EDUCATION, SPECIAL
Li-Chih Wang, Kevin Kien-Hoa Chung
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引用次数: 0

Abstract

This study aimed to compare trait anxiety and test anxiety among Chinese undergraduates with typical development, high-functioning specific learning disabilities (SLD), and typical-functioning SLD, and to examine the mediating role of test anxiety in the relationship between trait anxiety and academic performance across these three groups. The study included 239 s-year undergraduate students from universities in Taiwan, with 134 typically developing students, 54 students with typical-functioning SLD, and 51 students with high-functioning SLD. Our results indicated that the high-functioning SLD group reported significantly lower levels of trait anxiety and test anxiety compared to both the typically developing and typical-functioning SLD groups. The typical-functioning SLD group exhibited the highest levels of test anxiety. Mediation analyses revealed that test anxiety significantly mediated the relationship between trait anxiety and academic performance in the high-functioning SLD group, while only a direct effect of trait anxiety on academic performance was found in the typical-functioning SLD group. No significant direct or indirect effects were found in the typically developing group. Our findings highlight distinct anxiety profiles and differential patterns of direct and indirect effects of trait anxiety on academic performance among Chinese undergraduates with high-functioning SLD, typical-functioning SLD, and typical development.

典型发展、高功能和典型功能特异性学习障碍中国大学生特质焦虑、考试焦虑与学业成绩的关系
本研究旨在比较典型发展型、高功能特异性学习障碍(SLD)和典型功能特殊学习障碍(SLD)大学生的特质焦虑和考试焦虑,并探讨考试焦虑在这三组大学生特质焦虑与学业成绩之间的中介作用。本研究包括239名来自台湾大学的5年级本科生,其中典型发展型学生134名,典型功能特殊学习障碍学生54名,高功能特殊学习障碍学生51名。我们的研究结果表明,与典型发展和典型功能的SLD组相比,高功能SLD组报告的特质焦虑和测试焦虑水平显著降低。典型功能特殊障碍组表现出最高水平的考试焦虑。中介分析发现,考试焦虑在高功能特殊学习障碍组中显著调节了特质焦虑与学业成绩的关系,而在典型功能特殊学习障碍组中,特质焦虑对学业成绩只有直接影响。在正常发育组中没有发现明显的直接或间接影响。我们的研究结果突出了中国高功能、典型功能和典型发展的大学生特质焦虑对学业成绩的直接和间接影响的显著特征和差异模式。
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来源期刊
Annals of Dyslexia
Annals of Dyslexia Multiple-
CiteScore
4.90
自引率
8.70%
发文量
25
期刊介绍: Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.
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