备考：期待获取材料与考试焦虑的作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-05-26 DOI:10.1016/j.lindif.2025.102728

Morgan D. Shumaker, Joceline Rojas, Sarah K. Tauber

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引用次数: 0

摘要

3个2 × 2参与者间实验(实验1，N = 286，实验2，N = 408，实验3，N = 439；实验2和3（预先注册的）考察了对考试材料（书本和笔记）的预期访问如何影响学习者自我调节的学习时间、笔记中的字数和即时考试成绩，以及特质（实验1-3）和状态（实验3）考试焦虑如何与这些措施相关。参与者被告知他们将参加什么类型的考试，自我调节学习时间和记笔记，并参加了测试。与闭卷不记笔记的测试相比，在闭卷不记笔记的测试中，参与者学习的时间更长，做的笔记也更多；当期待开卷测试时，没有出现差异。较高的考试焦虑状态与更长的学习时间和更多的笔记有关。根据理想的难度框架对结果进行了讨论。

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Test preparation: the roles of expecting access to materials and test anxiety

Three 2 × 2 between-participant experiments (Exp. 1, N = 286, Exp. 2, N = 408, Exp. 3, N = 439; Exp. 2 and 3 preregistered) examined how anticipated access to materials on a test (book and notes) impacts learners' self-regulated study time, word count in their notes, and immediate test performance, and how trait (Exps 1–3) and state (Exp 3) test anxiety were related to these measures. Participants were informed about what type of test they would take, self-regulated study time and note-taking, and took a test. Participants studied longer and took more notes when expecting a closed-book, open-note test compared to a closed-book, closed-note test; no differences emerged when expecting an open-book test. Higher state test anxiety was associated with longer study and more notes. Results are discussed in light of the desirable difficulty framework.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).