Issues of learning styles and academic achievement at pupils prone to test-anxiety and test-anxious pupils
| Authors | |
|---|---|
| Year of publication | 2006 |
| Type | Conference abstract |
| MU Faculty or unit | |
| Citation | STRÁNSKÁ, Zdenka. Issues of learning styles and academic achievement at pupils prone to test-anxiety and test-anxious pupils. In Psychology & Health (Norman, P. (Ed.)). Abstracts Book. 20th Annual Conference of the European Health Psychology Society: Social Change and New Challenges for Health Psychology. Routledge Taylor & Francis Group, Volume 21, Supplem. 1, p. 146. 2006. ISSN 0887-0446. |
| Description | The paper presents the results of study focused on individual learning preferences at pupils at higher grades of primary school, particularly at pupils prone to test-anxiety or test-anxious pupils (i.e. to find out what the pupil does and what he prefers while he is learning). Further, we focused on the relationships with the study results and academic achievement, with the consideration of gender differences in the observed variables. The learning styles were identified by the Czech version of the Learning Styles Inventory (LSI) created by R. Dunn, K. Dunn, and G. Price (translated and adapted by J. Mareš). The test-anxiety was measured by the Classic Fear, Social Anxiety and Test-Anxiety Scale (KSAT) by O. Kondáš. Besides, the school results in selected school subject were observed. |