Naslov
METACOGNITIVE BELIEFS, AUTOMATIC THOUGHTS AND ATTRIBUTION OF SUCCESS IN STUDENT TEST ANXIETY AND ACADEMIC ACHIEVEMENT

Autori
Živčić-Bećirević, Ivanka ; Juretić, Jasminka

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
6th International Congress of Cognitive Psychotherapy

Mjesto i datum
Rim, Italija, 19.06.2008. - 22.06.2008

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
metacognitive beliefs; automatic thoughts; test anxiety; academic achievement; attributions of success

Sažetak
The research on metacognitnion is primarily focused on the role of metacognitive beliefs in development and maintenance of emotional disorders, and also on coping with specific situations, like exam. One of the aims of the research was to check the factor structure of the Metacognitions Questionnaire in the sample of Croatian college students. The other aim was to assess the role of metacognitive beliefs, students' attribution of their success and failure and automatic thoughts during learning and taking exam in test anxiety and student academic achievement. The sample consisted of 440 college students (301 girls and 139 boys). The measures included Metacognitions Questionnaire (Cartwright-Hatton and Wells, 1997), Spielberger Test Anxiety Inventory and Automatic Thoughts during Learning and Taking Exam Questionnaire (Zivcic-Becirevic, 2003) with 4 subscales (fear of failure, fear of disappointing parents, lack of motivation and interest, positive thoughts). Students also assessed their attributions of academic success and failure on a 4-point scale (abilities, effort, luck and circumstances). Metacognitions Questionnaire resulted with 4 out of originally 5 factors, as two original factors (beliefs about cognitive competence and beliefs about uncontrollability and danger) resulted in one common factor. The results of the hierarchical regression analysis showed that the assessed cognitive variables can better explain test anxiety than academic achievement. The specific predictors of test anxiety are cognitive competence beliefs, negative and positive metacognitive beliefs and all types of automatic thoughts, with lack of motivation and interest as a negative predictor. Only external attribution (circumstances) is a significant predictor of test anxiety. Implications of the results for treatment interventions are discussed.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

Napomena
Rad je prihvaćen za prezentiranje na kongresu

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