Investigating the Connections between Test Anxiety, Conscious and Unconscious Emotional Regulation and Approaches to Learning in the Greek Student Population

Postgraduate Thesis uoadl:2768064 611 Read counter

Unit:
Κατεύθυνση Συμβουλευτική
Library of the School of Education
Deposit date:
2018-06-08
Year:
2018
Author:
Fragkaki Marianthi
Supervisors info:
Καραγιαννοπούλου Ευαγγελία, Αναπληρώτρια Καθηγήτρια στον Τομέα Ψυχολογίας, Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας, Πανεπιστήμιο Ιωαννίνων
Μαλικιώση - Λοΐζου Μαρία, Ομότιμη Καθηγήτρια, Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Γιοβαζολιάς Θεόδωρος, Αναπληρωτής Καθηγητής, Τμήμα Ψυχολογίας, Πανεπιστήμιο Κρήτης
Original Title:
Διερεύνηση Συσχετίσεων μεταξύ του Άγχους Εξετάσεων, της Γνωστικής Συναισθηματικής Ρύθμισης και της Μη Συνειδητής Συναισθηματικής Ρύθμισης και των Προσεγγίσεων Μάθησης στον Ελληνικό Φοιτητικό Πληθυσμό
Languages:
Greek
Translated title:
Investigating the Connections between Test Anxiety, Conscious and Unconscious Emotional Regulation and Approaches to Learning in the Greek Student Population
Summary:
The purpose of this study is to investigate the correlations between test anxiety and approaches to learning, taking into account the mediating factor of conscious and unconscious emotional regulation. For this purpose, electronic questionnaires were filled out by N = 920 students of Tertiary Education of Hellenic Institutions. To study the anxiety of the tests, the Benson and El-Zahhar Examined Exam Anxiety Scale (1994) was translated into Greek. The approaches to learning were measured by the Finnish version of the ALSI included in ETLQ (Entwistle et al, 2003), while the Emotion Regulation Inventory (Gross & John, 2003) and the DSQ40 by Andrews et al., 1993 were used to measure the emotion regulation. The results obtained confirm the already existing finding that test anxiety influences the selection and shaping of learning approaches to learning and adds an additional element to this mediatory role of emotion regulation. The emotional dimensions of learning are confirmed by this study, as what seems to be that the choice of approach is not only a cognitive and conscious assumption. On the contrary, defenses play a prominent mediating role and influence the relationship between exam anxiety and learning approaches.
Main subject category:
Psychology
Keywords:
Exam Stress, Revised Exam Anxiety Scale, Emotion Adjustment, Defenses, Learning Approaches, Mediations
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
193
Number of pages:
106
File:
File access is restricted only to the intranet of UoA.

Διπλωματική Εργασία - Φραγκάκη Μαριάνθη.pdf
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