Academic goals and learning strategies in secondary education Spanish students with social anxiety / Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

IF 0.8 4区心理学 Q3 PSYCHOLOGY, MULTIDISCIPLINARY

Estudios De Psicologia Pub Date : 2018-01-02 DOI:10.1080/02109395.2017.1407901

Beatriz Delgado, David Aparisi, José M. García-Fernández, M. S. Torregrosa, Estefanía Estévez, J. Marzo, Cándido J. Inglés

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引用次数: 4

Abstract

Abstract The purpose of this study was to analyse the relationship between high social anxiety, academic goals and learning strategies in a sample of 2,022 (51.1% male) Spanish adolescents aged 12–16. The Social Phobia and Anxiety Inventory (SPAI), Achievement Goal Tendencies Questionnaire (AGTQ) and Learning and Studies Skills Strategies Inventory — High School Version (LASSI-HS) were used to assess the variables. The results showed no statistically significant differences in goal orientations between students with and without high social anxiety. However, students with high social anxiety used learning strategies significantly less. In addition, the logistic regression results indicated that high social anxiety acts as a significant predictor for setting social reinforcement goals and learning and study strategies.

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中等教育中的学术目标和学习策略社会焦虑的西班牙学生/社会焦虑的西班牙义务中学学生的学术目标和学习策略

摘要本研究的目的是分析2022名12-16岁西班牙青少年（51.1%为男性）的高社交焦虑、学业目标和学习策略之间的关系。采用社会恐惧和焦虑量表（SPAI）、成就目标倾向问卷（AGTQ）和学习和学习技能策略量表——高中版（LASSI-HS）对变量进行评估。结果显示，有和没有高度社交焦虑的学生在目标取向方面没有统计学上的显著差异。然而，社交焦虑较高的学生使用学习策略的次数明显较少。此外，逻辑回归结果表明，高度社交焦虑是设定社交强化目标和学习学习策略的重要预测因素。

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来源期刊

Estudios De Psicologia PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

1.40

自引率

0.00%

发文量