The relationship of learning anxiety, self-regulation and learning approach among Filipino college students
The study investigated the relationship between learning anxiety on self-regulation and learning approaches. The study aimed to (a) determine the relationship between the factors of learning anxiety and learning approach, self-regulation and learning anxiety, (b) to determine what specific learning...
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| Main Authors: | , , |
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2008
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_bachelors/5928 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | The study investigated the relationship between learning anxiety on self-regulation and learning approaches. The study aimed to (a) determine the relationship between the factors of learning anxiety and learning approach, self-regulation and learning anxiety, (b) to determine what specific learning approaches are significantly related to learning anxiety, (c) to determine specific self-regulatory activities that are significantly related to learning anxiety. The present study is anchored on the Social Cognitive Theory particularly on the triadic reciprocal determinism model which states that behavior is shaped by the environment and internal dispositions. The theory also explains that what people feel, affects how they behave (Bandura, 1986 Neisser, 1976). Environment affects behavior and imposes constraints on capabilities. This supported the hypothesis that the behavior in studying in learning, such as the use of self-regulation and learning approach, varies depending on the anxiety that a student has. Behaviors in studying are the specific strategies that students use in order to perform better. Separate measures were used for each variable and administered to 420 college students. Results of the study supported the triadic reciprocal determinism model and found that learning anxiety decreases the use of self-regulation and learning approach. For learning approach, only surface approach was significantly related to learning anxiety (r=- .17) and for self-regulation only memory strategies (r=-.13) and seeking assistance (r=-.11) were found to be significantly related to learning anxiety. |
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