relationship between achievement goals and social ... volume 3,issue 3,supp 1/405-419.pdf ·...

Jurnal UMP Social Sciences and Technology Management Vol. 3, Issue. 3, Supp. 1, 2015

405

Relationship between achievement goals and social

emotional climate of the classroom with test anxiety of second-grade high school students from Mahan city

Zeynodini Nia Monavvar,

Department of Psychology , Zarand Branch , Islamic Azad University , Zarand , Iran

Khosropour Farshid Ph.D at Department of Psychology, Zarand Branch, Islamic Azad University, Zarand ,Iran

Abstract

The present study intended to predict test anxiety of students based on achievement goals and social emotional climate of the classroom. Statistical population included all male and female second-grade high school students from Mahan district during the 2013-2014 academic years and among them 251 persons were selected based on Morgan table. In the present study, Sarason Test Anxiety questionnaire, Elliot and McGregor achievement goals questionnaire (AGO) and Mishow, Komo and Gowpil Social-Emotional Climate were used. Results showed that for investigating the first main research hypothesis, hierarchal regression was used and it was identified that achievement goals and social emotional climate of the classroom had the power to predict test anxiety among male and female high school students from Mahan district. Key words: social emotional climate of the classroom, achievement goals, test anxiety

Introduction and statement of the problem

In a study, Andrew et al (2001) showed that performance-orientation goal was a positive predictor for test performance; while, performance-avoidance goal was a negative predictor. In this regard, other variables (mastery-orientation and mastery-avoidance) were not important. Elliot and McGregor (1991) applied a four-multi model of achievement goals and test anxiety on male and female university students. In their study, there was no relationship between mastery-orientation goals and text anxiety; however, there was a positive and significant relationship between mastery-avoidance goal and test anxiety. Performance-avoidance goal had a positive but insignificant relationship with test anxiety.Skaalvik (1997) investigated the relationship between mastery goals, performance-orientation and performance avoidance with mathematic test anxiety and anxiety on a language class including 253 persons of eight and six grade students. Results showed that there was a negative and significant relationship between mastery goal and math test anxiety. However, there was no relationship between mastery goal and anxiety in the foreign language class. There was a positive and significant relationship between performance-avoidance goal with math exam and anxiety in the language classroom (Moradizadeh, 2003).Moradizadeh (2003) conducted a study on 377 persons of first-grade male students in Ahvaz city high schools and concluded that there was no relationship between goal-directed task (mastery) and test anxiety. Self-enhancing (performance orientation) had a negative and significant relationship with test anxiety and self-destruction goal had a positive and significant relationship with test anxiety.

Methodology The present study was a descriptive-correlational research. Statistical population included all male and female high school students (who were educating based on the new training system from Mahan region during the 2013-2014 academic years) which was equal to 727 person.Research sample (respondents) was selected through Stratified sampling (based on gender). Measuring tool was a questionnaire including Elliot and McGregor (1991) achievement goals questionnaire (AGO), Mishow, Komo and Gowpil Social-Emotional Climate (1985) and Sarason Test Anxiety questionnaire (1980). After collecting data, hypotheses were tested.

Findings Hypotheses testing First Hypothesis To test this hypothesis, Hierarchal Regression was used. To test this hypothesis model, three stages were conducted (before adding the adjusted variable and after adding it) which its outcome has been shown in the appendix. Here, the three stages have been mentioned.Table1. Summary of the model about investigation of

Relationship between achievement … www. jsstm-ump. org

604

prediction power of test anxiety of male and female students based on mastery goals and social-emotional classroom climate variables

. Std. Error of the Estimate

Adjusted R Square

R Square R

1.036 .218 .221 .470 First step

.4828 .238 .240 .490 Second step

.9001 .410 .415 .644 Third step

Tabale2. ANOVA of first and second steps without entering the variable of groups (male and female)

ANOVA

Sig. Fisher statistics

Mean of Squares

df Sum of Squares

Model

0.000 70.50 75.81 1 75.81 Regression First step

1.07 249 267.74 Error

250 343.55 Total

0.000 9.02 3.26 2 6.53 Regression Second step

.36 248 90.00 Error

250 96.54 Total

According to the above table, by entering variable of groups, the relationship between mastery goals and social-emotional climate of the classroom with test anxiety is approved. In the next table, the role of groups as an adjusted variable is added to the relationship between variables.

Table3. ANOVA by entering the groups

ANOVA

Sig. F Mean of Squares

df Sum of Squares Model

0.000 9.56 3.347 3 10.04 Regression Third step .350 247 86.50 Error

250 96.54 Total 0.470 Correlation coefficient

without entering the groups

322% Correlation coefficient with entering the groups

According to the above table, by entering groups variable, the relationship between mastery goals and social-emotional climate of the classroom with test anxiety is approved. F statistics (9.56) is approved at the 0.000 significance level. Correlation coefficient without entering the groups variable was 0.47 which shows that 22% of variance of test anxiety variable can be explained by the two variables of achievement goals and social-emotional climate of the classroom, and by entering groups variable, 41% of variance of test anxiety variable can be explained by the two variables of achievement goals and social-emotional climate of the classroom. In the next table, the role of groups as an adjusted variable is added to the relationship between variables.

http://www.jsstm-ump.org/


407

Table4. Coefficients without entering the adjusted variable, standardized and unstandardized coefficients without entering the adjusted variable for testing the first sub-hypothesis

Coefficients without entering the groups variable

Sig. T Standardized coefficients

of Beta

Unstandardized coefficients

Model

Std. Error B Coefficients

0.000 7.978 …………. .279 2.223 Constant First step 0.000 -0.107 -0.470 .139 -.015 Mastery

goals

In table (4), amount of Beta is equaled to -0.470 which represents an inverse and negative relationship between the two variables of mastery goals and test anxiety and this relationship is significant at the 0.005 level of significance. Table5. Coefficients without entering the adjusted variable of groups (relationship between the two variables

of mastery goals and social-emotional climate of the classroom with test anxiety)



of Beta


Model


0.000 4.309 …………… .315 1.35 Constant Second step

0.018 -2.71 -0.135 .136 -0.19 Mastery goals

0.000 -5.29 -0.263 .050 -0.26 Emotional-mental

climate of the

classroom

According to table (5), by entering groups variable, the relationship between mastery goals and emotional-mental climate of the classroom with test anxiety is approved. In the second step, emotional-mental classroom climate variable has been added to the regression equation which by correlation coefficient of .490, explanation power of test anxiety has been reached up to 24%. On the other hand, amount of the significance level in the second step equals to .018 which approves this relationship. In the next table, the role of groups as an adjusted variable is added to the relationship between variables. Table6. Coefficients with entering the adjusted variable of groups for investigating relationship between the

two variables of mastery goals and social-emotional climate of the classroom with test anxiety



of Beta


Model


0.000 4.38 …………… .30 1.35 Constant Third step

0.057 .44- .20- .13 .05- Mastery goals

0.003 3.02- .51- .05 .16- Emotional-mental

climate of the

classroom 0.000 3.95- .21- .06 .25- Groups


604

In table (6), groups variable has been added to the regression equation in the third step and explanation power of test anxiety has been reached to 41%. On the other hand, amount of the significance level in the third step equals to .000 which approves this relationship. Therefore, it is concluded that variable of male and female groups affects the relationship between mastery goals and emotional-mental climate of the classroom with test anxiety (there is a difference between the two groups). In general: 1. By entering the variable of female and male groups, the significance level of mastery goals variable equals to 0.57 and as it is lower than 0.05, can affect test anxiety. On the other hand, this variable is different between the two groups. 2. By entering the variable of female and male groups, the significance level of emotional-mental climate of the classroom variable equals to 0.003 and as it is lower than 0.05, can affect test anxiety. On the other hand, this variable is different between the two groups. Second sub-hypothesis testing To test this hypothesis model, three stages were conducted (before adding the adjusted variable and after adding it) which its outcome has been shown in the appendix. Here, the three stages have been mentioned.

Table7. Summary of the model about investigation of prediction power of test anxiety of male and female students based on mastery-avoidance goals and social-emotional climate variables


Adjusted R Square

R Square R

.5579 .015 .017 .133 First step

.5264 .108 .113 .336 Second step

.9002 .410 .415 .644 Third step


ANOVA


Mean of Squares

df Sum of Squares

Model


1.047 249 260.80 Error

250 343.55 Total

0.000 87.806

71.212 2 142.42 Regression Second step

.811 248 201.13 Error

250 343.55 Total

According to the above table, by entering variable of groups in the second step, the relationship between mastery-avoidance goals and social-emotional climate of the classroom with test anxiety is approved. In the next table, the role of groups as an adjusted variable is added to the relationship between variables.

Table9. ANOVA for testing the second research sub-hypothesis

ANOVA




250 120.59 Total .133 Correlation coefficient


.644 Correlation coefficient with entering the groups



409

According to the above table, by entering groups variable, the relationship between mastery-avoidance goals and social-emotional climate of the classroom with test anxiety is approved. F statistics (11.723) is approved at the 0.000 significance level. Correlation coefficient without entering the groups variable was 0.133 which shows that about 2% of variance of test anxiety variable can be explained by the two variables of mastery-avoidance goals and social-emotional climate of the classroom, and by entering the groups variable, 41% of variance of test anxiety variable can be explained by the two variables of mastery-avoidance goals and social-emotional climate of the classroom. In the next table, the role of groups as an adjusted variable is added to the relationship between variables. Table10. Standardized and unstandardized coefficients without entering the adjusted variable for testing the

second sub-hypothesis



of Beta


Model


0.000 8.056 …………. .311 2.507 Constant First step 0.017 -0.649 -0.491 .155 -.100 Mastery-

avoidance goals

In this table, amount of Beta is equaled to -0.491 which represents a direct relationship between the two variables of mastery-avoidance goals and test anxiety and this relationship is significant at the 0.017 level of significance.

Table11. Coefficients without entering the adjusted variable of groups for investigating the relationship between the two variables of mastery-avoidance goals and social-emotional climate of the classroom with test

anxiety



of Beta


Model



0.009 -.399 -0.412 .148 -0.359 Mastery-avoidance

goals 0.000 -6.971 -0.612 .055 -0.384 Emotional-

mental climate of

the classroom

According to the above table, in the second step, emotional-mental classroom climate variable has been added to the regression equation which by correlation coefficient of .336, explanation power of test anxiety has been reached up to the 11%. On another hand, amount of the significance level in the second step equals to .000 which approves this relationship.


610

Table12. Coefficients with entering the adjusted variable of groups for investigating the relationship between the two variables of mastery-avoidance goals and social-emotional climate of the classroom with test anxiety



of Beta


Model



0.009 .24- -.50 .14 .03- Mastery goals


climate of the


In the above table, groups variable has been added to the regression equation in the third step and explanation power of test anxiety has been reached to 41%. On another hand, amount of the significance level in the third step equals to .024 which approves this relationship. Therefore, it is concluded that variable of male and female groups affects the relationship between mastery-avoidance goals and emotional-mental climate of the classroom with test anxiety (there is a difference between the two groups). In general: 1. By entering the variable of female and male groups, the significance level of mastery-avoidance goals variable equals to 0.009 and as it is lower than 0.05, can affect test anxiety. On the other hand, this variable is different between the two groups. 2. By entering the variable of female and male groups, the significance level of emotional-mental climate of the classroom variable equals to 0.000 and as it is lower than 0.05, can affect test anxiety. On the other hand, this variable is different between the two groups. 3. Third sub-hypothesis testing To test this hypothesis, Hierarchal Regression was used in a way that by entering male and female groups variable what changes occur in the relationship between performance-orientation goals and social- emotional classroom climate with test anxiety. If in this mode, by entering the groups, a relationship between performance-orientation goals and social- emotional classroom climate with test anxiety exits, relationship of this variable will be positive and vice- versa. To test this hypothesis model, three stages were conducted (before adding the adjusted variable and after adding it) which its outcome has been shown in the appendix. Here, the three stages have been mentioned.

Table13. Summary of the model about investigation of prediction power of test anxiety of male and female students based on performance-orientation goals and social-emotional class climate variables


Adjusted R Square

R Square R

.9126 .394 .396 .630 First step

.6433 .409 .412 .642 Second step

.8453 .480 .484 .696 Third step



411


ANOVA


Mean of Squares

df Sum of Squares

Model


.833 249 207.380 Error

250 343.554 Total

Table15. ANOVA of the second step without the groups and the third step by entering the groups variable

(male and female)

ANOVA



0.000 116.36 83.16 2 166.32 Regression Second step .71 248 177.23 Error

250 343.55 Total Sig F Mean of

Squares df Sum of Squares Model


250 169.63 Total .0.630 Correlation coefficient


0.696 Correlation coefficient with entering the groups

According to the above table, by entering the variable of groups, the relationship between performance-orientation goals and social-emotional climate of the classroom with test anxiety is approved. According to the table, by entering group’s variable, the relationship between performance-orientation goals and social-emotional climate of the classroom with test anxiety is approved. F statistics (15.92) is approved at the 0.000 significance level. Correlation coefficient without entering the groups variable was 0.642 which shows that about 41% of variance of test anxiety variable can be explained by the two variables of performance-orientation goals and social-emotional climate of the classroom, and by entering the groups variable, 48% of variance of test anxiety variable can be explained by the two variables of performance-orientation goals and social-emotional climate of the classroom. In the next table, the role of groups as an adjusted variable is added to the relationship between variables. Table16. Standardized and unstandardized coefficients without entering the adjusted variable for testing the

third sub-hypothesis



of Beta


Model


0.000 43.462 …………. .367 15.971 Constant First step 0.000 -12.787 -0.630 .058 -.737 performan

ce-orientation

goals


614

In the above table, amount of Beta is equaled to -0.630 which represents a direct relationship between the two variables of performance-orientation goals and test anxiety and this relationship is significant at the 0.000 level of significance.

Table17. Coefficients without entering the adjusted variable of groups for investigating the relationship between the two variables of performance-orientation goals and social-emotional climate of the classroom

with test anxiety



of Beta


Model


0.000 32.882 .578 19.005 Constant Second step

0.000 -6.880 -.398 .068 -.466 performance-

orientation goals

0.000 -6.495 -.376 .016 -.101 Emotional-mental

climate of the

classroom

In the above table, in the second step, emotional-mental classroom climate variable has been added to the regression equation which by correlation coefficient of .642, explanation power of test anxiety has been reached up to the 41%. On another hand, amount of the significance level in the second step equals to .000 which approves this relationship. Table18. Coefficients with entering the adjusted variable of groups for investigating the relationship between the two variables of performance-orientation goals and social-emotional climate of the classroom with test

anxiety

Coefficients with entering the groups variable


of Beta


Model



0.009 6.88 - -.39 .06 .46- performance-

orientation goals


climate of the


In the above table, group’s variable has been added to the regression equation in the third step and explanation power of test anxiety has been reached to 48%. On another hand, amount of the significance level in the third step equals to .000 which approves this relationship. Therefore, it is concluded that variable



413

of male and female groups affects the relationship between performance-orientation goals and emotional-mental climate of the classroom with test anxiety .In general: 1. By entering the variable of female and male groups, the significance level of performance-orientation goals variable equals to 0.052and as it is lower than 0.05, can affect test anxiety. On the other hand, this variable is different between the two groups. 2. By entering the variable of female and male groups, the significance level of emotional-mental climate of the classroom variable equals to 0.000 and as it is lower than 0.05, can affect test anxiety. On the other hand, this variable is different between the two groups. 4. Fourth sub-hypothesis To test this hypothesis, Hierarchal Regression was used in a way that by entering male and female groups variable what changes occur in the relationship between performance-orientation avoidance goals and social- emotional classroom climate with test anxiety. If in this model, by entering the groups, a relationship between performance-orientation avoidance goals and social- emotional classroom climate with test anxiety exits, relationship of this variable will be positive and vice- versa. To test this hypothesis model, three stages were conducted (before adding the adjusted variable and after adding it) which its outcome has been shown in the appendix. Here, the three stages have been mentioned.

Table29. Summary of the model about investigation of prediction power of test anxiety of male and female students based on performance-orientation avoidance goals and social-emotional class climate variables


Adjusted R Square

R Square R

1.079 .152 .155 .394 First step

.5982 .201 .205 .453 Second step

.9042 .405 .410 .640 Third step


ANOVA


df Sum of Squares

Model


1.165 249 290.166 Error

250 343.554 Total

The above results show that F-statistics with the significance level of 0.000, mean of test anxiety of students based on performance-orientation avoidance goals is different.

Table31. ANOVA of the second step without entering the groups variable (male and female)

ANOVA


df Sum of Squares

Model

0.000 86.06 70.379 2 140.75 Regression second step

0.818 248 202.79 Error

250 343.55 Total

The above results show that F-statistics with the significance level of 0.000, mean of test anxiety of students based on social-emotional class climate is different.


616

Table32. ANOVA of the third step by entering the groups variable 9male and female)

ANOVA




250 141.46 Total .394 Correlation coefficient


.640 Correlation coefficient with entering the groups

According to the above table, by entering groups variable, the relationship between performance-orientation avoidance goals and social-emotional climate of the classroom with test anxiety is approved. F statistics (5.18) is approved at the 0.000 significance level. Correlation coefficient without entering the groups variable was 0.453which shows that about 20% of variance of test anxiety variable can be explained by the two variables of performance-orientation avoidance goals and social-emotional climate of the classroom, and by entering the groups variable, 41% of variance of test anxiety variable can be explained by the two variables of performance-orientation avoidance goals and social-emotional climate of the classroom. In the next table, the role of groups as an adjusted variable is added to the relationship between variables. Table33. Standardized and unstandardized coefficients without entering the adjusted variable for testing the

fourth sub-hypothesis



of Beta


Model


0.000 35.74 …………. .39 13.92 Constant First step 0.000 -6.76 -0.394 .06 -.47 performan

ce-orientation avoidance

goals

In this table, amount of Beta is equaled to -0.394 which represents an inverse and negative relationship between the two variables of performance-orientation avoidance goals and test anxiety and this relationship is significant at the 0.000 level of significance.



415

Table34. Coefficients without entering the adjusted variable of groups for (relationship between the two variables of performance-orientation avoidance goals and social-emotional climate of the classroom with test

anxiety)



of Beta


Model



0.002 -3.17 -0.17 .06 -0.20 performance-

orientation avoidance

goals 0.000 -10.33 -0.55 .01 -0.14 Emotional-

mental climate of

the classroom

According to the above table, in the second step, emotional-mental classroom climate variable has been added to the regression equation which by correlation coefficient of .453, explanation power of test anxiety has been reached up to the 20%. On another hand, amount of the significance level in the second step equals to .000 which approves this relationship.

Table35. Coefficients by entering the adjusted variable of groups for investigating the relationship between the two variables of performance-orientation avoidance goals and social-emotional climate of the classroom

with test anxiety

Coefficients with entering the groups variable


of Beta


Model



0.002 -3.17 -.17 .06 -.20 performance-

orientation avoidance

goals 0.000 -10.33 -.55 .01 -.14 Emotional-

mental climate of

the classroom

0.000 -3.82 -.31 .08 -.30 Groups

In the above table, groups variable has been added to the regression equation in the third step and explanation power of test anxiety has been reached to 41%. On another hand, amount of the significance level in the third step equals to .000 which approves this relationship. Therefore, it is concluded that variable of male and female groups affects the relationship between performance-orientation avoidance goals and emotional-mental climate of the classroom with test anxiety .In general:


614

1. By entering the variable of female and male groups, the significance level of performance-orientation avoidance goals variable equals to 0.005and as it is lower than 0.05, can affect test anxiety. On the other hand, this variable is different between the two groups. 2. By entering the variable of female and male groups, the significance level of emotional-mental climate of the classroom variable equals to 0.000 and as it is lower than 0.05, can affect test anxiety. On the other hand, this variable is different between the two groups. Independent- samples t-test for examining the mean difference of variables

SD Mean Number Gender

0.73 5.93 155 Female Mastery goal 1.05 5.34 96 Male 0.85 6.12 155 Female Mastery-

avoidance goal

1.55 4.87 96 Male

.99 6.29 155 Female Performance-orientation goal

1.57 4.92 96 Male

.98 5.52 155 Female Performance-avoidance goal 1.18 4.75 96 Male

4.37 46.83 155 Female Social-emotional classroom climate

4.34 46.87 96 Male

1.17 11.32 155 Female Scale of test anxiety 1.16 11.34 96 Male



417

Leven’s test for equality of variances

t-test for equality of means

F Sig. t df Sig. Mean differences

Std. Error Mean

95% Confidence Interval of the Difference

Upper Lower Mastery goal Equal

variances assumed

2.872 .091 5.153 249 .000 .58474 .11348 .80824 .36123

Equal variances not assumed

4.747 152.247 .000 .58474 .12317 .82808 .34140

Mastery-avoidance goal

Equal variances assumed

130.431 .000 8.228 249 .000 1.25397 .15241 1.55415 .95380


7.239 130.733 .000 1.25397 .17322 1.59664 .91130

Performance-orientation goal


61.042 .000 8.444 249 .000 1.37405 .16273 1.69456 1.05355


7.629 142.541 .000 1.37405 .18011 1.73008 1.01802

Performance-avoidance goal


3.372 .068 5.588 249 .000 .77339 .13839 1.04596 .50082


5.346 173.345 .000 .77339 .14467 1.05893 .48785

Social-emotional classroom climate


.030 .862 -.064 249 .949 -.03629 .56687 1.08018 -1.15276


-.064 202.638 .949 -.03629 .56584 1.07940 -1.15198

Scale of anxiety


.012 .913 -.139 249 .890 -.02117 .15255 .27929 -.32163


2.872 .091 -.139 202.790 .890 -.02117 .15224 .27900 -.32134


614

Investigation of mean difference of research variables is as follows: As the significance level is lower than the error level of 0.05, by 95% confidence, it can be said that the mean of variables related to the components of achievement goals based on gender is different.

Conclusion Results of the first hypothesis showed that there is a relationship between achievement goals and social-emotional class climate with test anxiety of male and female high school students from Mahan district. According to the theory of Elliot and McGregor (1991) , a selection of different achievement goals is affected by gender. Midgley and Middleton (1997) did not observe a relationship between gender and goals of mastery, performance-approach goals and performance-avoidance goals.The present study showed that test anxiety is affected by achievement goals and social-emotional class climate which was in line with previous studies. The effect of achievement goals and social-emotional class climate is different on male and female students.The first sub-hypothesis can be compared with research results of Elliot and Church (1997) and Rezaei and Seyf (2005). This hypothesis is accepted and it is concluded that there is a relationship between mastery goals and social-emotional class with test exam of male and female high school students from Mahan district.Elliot and Church (1997) reported that students enjoying mastery goals use deep learning strategies, have often intrinsic motivations and goals, show less anxiety when facing challenging learning situations, are more stable against difficult assignments and do not prevent effort soon and have a higher self-confidence which is in line with results of the present study. Rezaei and Seyf (2005) concluded that girls have a mastery approach compared to the boys; however, there was no difference between girls and boys in internal and performance-approach goals.The second sub-hypothesis is accepted and it can be concluded that there is a relationship between mastery-avoidance goals and social-emotional class climate with test anxiety of male and female high school students from Mahan district.Scotts (1995) investigated the role of trend-avoidance motives, emotions related to the test and emotion regulation related to the test. They found that trend-avoidance motives and cognitive evaluation process in the Emotion Regulation Questionnaire related to the test have direct and indirect effects on pleasant and unpleasant emotions related to the test. Results also represented that emotional regulation has a positive and significant relationship with test anxiety which is in line with the results of this study.The present study showed that test anxiety is affected by mastery-avoidance goals and social-emotional classroom climate which was in line with the results of previous studies. Additionally, the effect of mastery-avoidance goals and social-emotional classroom climate on test anxiety is different between male and female students.Results of the third sub-hypothesis are comparable with the results of Dweek &Leggett and Anderman &Midgley. Dweek &Leggett (1986) state that students who choose performance goals focus on achieving a good performance and want to show that they are superior to others. Thus, such individuals try less to achieve success and are surrendered by problems easily and experience negative emotions such as jealousy and test anxiety which is in line with the results of the present study. Anderman and Midgley (1997) concluded that male teenagers had more performance-approach goals than females.The present study showed that test anxiety is affected by performance-orientation and social-emotional class climate which is in line with the results of previous studies. Moreover, the effect of performance-orientation and social-emotional class climate on test anxiety of male and female students is different.To explain the results of the fourth sub-hypothesis, it can be said that according to the studies done by Midgley and Middleton (1997), students with performance-avoidance goal attempt to avoid failing or looking dull and silly and contrary to other students enjoying performance goal which have a positive motivation to outshine others, they have a negative motivation that is they try not to lag others. The present study showed that test anxiety is affected by performance-avoidance goals and social-emotional class climate which is in line with the results of previous studies. Moreover, the effect of performance-avoidance goals and social-emotional class climate on test anxiety of male and female students is different.



419

References 1. Ansari, H (1996). Effect of social-emotional class climate on educational success. Journal of Psychology and Educational Sciences, 117-138. 2. Biabangard, E (2002). Effectiveness of Lazarus Multimodal Therapy, Ellis Rational Emotive and relaxation to reduce test anxiety of students. Thought and behavior, 8(3), 36-42. 3. Khosravi, M., Bigdeli, I (2008). Relationship between personality characteristics and test anxiety in university students. Behavioral sciences Magazine, volume 2, number 1, 13-24. 4. Dartaj, F., Mousavi, H., Rezaei, P (2013). An investigation of amount of test anxiety and its related factors among new university students of Hormozgan Medicine Sciences University. Medicine Magazine of Hormozgan, seventieth year, volume 4. 5. Delavar, A (2008). Methodology of psychology and education. Tehran: Virayesh Press. 6. Reaei, A., Seyf, A.A (2005). Role of motivational beliefs, learning strategies and gender in educational performance. Journal of Education, volume 84, 44-86. 7. Moradizadeh, S (2003). Relationship between goal-oriented focus on task, self-destruction and self-enhancing with test anxiety, self-effectiveness and educational performance of male first-grade high school students in Ahvaz. Master degree thesis of Educational Psychology, Ahvaz Shaid-Chamran University. 8. Mehrabizadeh Honarman, M., Allameh, A., Shahni Yeylaq, M (2007). Relationship between self-esteem, social anxiety, perfectionism and belongings with educational performance and test anxiety. Psychology Journal, volume 43, 124-255. 9. Yazdani, F (2012). Test anxiety and educational performance of female nursing university students. Journal of Nursing horizon, first year, volume 1, number 1. 10. Anderman, E. M & Midgley, C, (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle- level schools, Contemporary Educational Psychology, 22, 269-298. 11. Andrew, J., Elliot, A., Holly, A., & McGregor, M. C. (2001). A 2.2 achievement goal framework. Journal of personality and Social Psychology, 3, 501-519. 12. Archer. J, (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psyvhology,19. 430-446. 13. Dweek, C. S., & Leggett, E. L. (1998). A social- cognitive approach to motivation personality. Psychological Re.eii; 95, 256-273. 14. Elliot. A. J., & McGregor. H. A. (9111). A 2 ×2 achievement goal framework. Journal of Personality and Social Psychology 80. 501-5 19. 15. Elliot. A. J.. & Church. M. (1997). A hierarchal model of approach and avoidance motivation. Journal of Personality and Social Psychology 72, 218-232. 16. Fraser‚ B.J. & Fisher‚ D.(9182). Predicting students outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal, 19,49,8 518 17. Hejazi E. Rastgar A. Ghorban Jahromi R. A Predicting Model of Mathematics Achivement: the Role of Achivement Goals and Different Dimentions of Academic Engagement. 2009: 7(28): 29-46. 18. Midgley, C & Middleton, M, (1997). Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory, Journal of Educational Psychology, 89, 710-718. 19. Pintrich, P. R.. & Dc Groot. E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82. 33-40. 20. Skaalvik, E. (1997). Self-enhancing and self defeating ego orientation: Relation with task and avoidance orientation, achievement, self perception, and anxiety.Journal of Educational Psychology, 89-71-81. 21. Speilberger, C.D. (1980). Preliminary Professional Manual for the Test Anxiety Inventory, Palo Alto, CA: Consulting Psychologist Press.Taylord Francis Washington, DC, Us, XV.

relationship between achievement goals and social ... volume 3,issue 3,supp 1/405-419.pdf ·...

Documents