Naslov
Testing Mediation with Learning and Coping Strategies: Direct and Mediated Effects of Anxiety and Self-Efficacy on School Performance

Autori
Loncaric, Darko

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Different Psychological Perspectives on Cognitive Processes: Current Research Trends in Alps-Adria Region

Urednik/ci
Galmonte, Alessandra ; Actis-Grosso, Rossana

Izdavač
Cambridge Scholars Publishing

Grad
Newcastle upon Tyne

Godina
2014

Raspon stranica
371-391

ISBN
1-4438-5628-2

Ključne riječi
Mediation analisys, Learning strategies, Coping strategies, Anxiety, Self-Efficacy, School Performance

Sažetak
Anxiety and self-efficacy are among best investigated correlates of academic achievement. There is considerable evidence suggesting that these effects are mediated by the use of different strategies. Unfortunately, segmented empirical research is usually limited to specific strategic behaviours (e.g., learning or coping strategies), missing out on the opportunity to identify inconsistent mediation and artificial direct effects. Most of the research also disregards the effects of measurement error on mediated models. In order to address this problem, the SEM approach to testing mediation is described. Learning and coping strategies are used as mediators to demonstrate inconsistent mediation effects and artificial direct effects. Upper elementary students participated in this investigation. The self-reports were assessed by the Components of Self-Regulated Learning Scale and the Academic Stress Coping Scale. The results show that learning and coping strategies fully mediate anxiety and self-efficacy effects. Some inconsistent mediation effects are identified, explaining the inconsistencies in previous empirical research. Also, some artificial direct effects of self-efficacy on academic achievement appear only in the models that do not consider learning strategies as mediators.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija

POVEZANOST RADA