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The cognitive aspects of test anxiet...

Chipego, Joanne Christine.

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The cognitive aspects of test anxiety: Relationship to learning style and achievement in associate nursing students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The cognitive aspects of test anxiety: Relationship to learning style and achievement in associate nursing students./
Author:	Chipego, Joanne Christine.
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 54-12, Section: B, page: 6130.
Contained By:	Dissertation Abstracts International54-12B.
Subject:	Education, Community College. -
Online resource:	http://140.128.148.244/ctccon1/9414418.pdf

The cognitive aspects of test anxiety: Relationship to learning style and achievement in associate nursing students.
Chipego, Joanne Christine.

The cognitive aspects of test anxiety: Relationship to learning style and achievement in associate nursing students. - 127 p.

Source: Dissertation Abstracts International, Volume: 54-12, Section: B, page: 6130.

Thesis (Ed.D.)--Teachers College, Columbia University, 1993.

The study described the relationships among test anxiety, learning styles (Diverger, Assimilator, Converger and Accommodator), and achievement as expressed by scores in a medical-surgical nursing examination and a nursing achievement test for RNs. The information was obtained through the Learning Style Inventory (LSI), General Anxiety Scale (GAS), Test Anxiety Scale (TAS), and two achievement tests--a teacher made final examination and the Mosby Assess Test.Subjects--Topical Terms:

1018008
Education, Community College.

The cognitive aspects of test anxiety: Relationship to learning style and achievement in associate nursing students.
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035 $a (UMI)AAI9414418
035 $a AAI9414418
040 $a UMI $c UMI
100 1 $a Chipego, Joanne Christine. $3 1263810
245 1 4 $a The cognitive aspects of test anxiety: Relationship to learning style and achievement in associate nursing students.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-12, Section: B, page: 6130.
500 $a Sponsor: Elizabeth M. Maloney.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
520 $a The study described the relationships among test anxiety, learning styles (Diverger, Assimilator, Converger and Accommodator), and achievement as expressed by scores in a medical-surgical nursing examination and a nursing achievement test for RNs. The information was obtained through the Learning Style Inventory (LSI), General Anxiety Scale (GAS), Test Anxiety Scale (TAS), and two achievement tests--a teacher made final examination and the Mosby Assess Test.
520 $a A demographic data questionnaire was designed to gather information that would further predict common variables that are associated with level of test anxiety and achievement in nursing. The subjects were 135 associate nursing students (day school, evening school, and off-site campus) who were enrolled in the second year of an associate degree nursing program in northeastern Pennsylvania.
520 $a The results of the study were as follows: (1) the relationship between level of test anxiety and learning style was non-significant; (2) the relationship between learning style and achievement was generally non-significant; and (3) the relationship between level of test anxiety and achievement was significant but weak in comparison to previous research studies on test anxiety. The investigator utilized multiple-choice examinations which was probably responsible for the weak significant relationship between level of test anxiety and achievement. Multiple-choice examinations require less active retrieval of learned material as opposed to essay or short answer questions, which require a more active retrieval of learned material. Other factors positively influencing achievement at a significant level were age, previous GPA, and previous training or education. The factors negatively influencing achievement were test anxiety and sex (males score lower).
520 $a The learning style--Diverger--demonstrated a weak but significant relationship between learning style and Mosby Assess Test in the stepwise regression analysis. However, in the analysis of variance when learning styles were related to Mosby Assess Test, final examination, and Grade Point Average (GPA), the results were non-significant. There is a need for much more research on learning styles in the nursing literature.
590 $a School code: 0055.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0275
690 $a 0288
690 $a 0569
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 54-12B.
790 $a 0055
790 1 0 $a Maloney, Elizabeth M., $e advisor
791 $a Ed.D.
792 $a 1993
856 4 0 $u http://140.128.148.244/ctccon1/9414418.pdf