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Implementation intentions and test anxiety: Shielding academic performance from distraction

Implementation intentions and test anxiety: Shielding academic performance from distraction

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PARKS-STAMM, Elizabeth J., Peter M. GOLLWITZER, Gabriele OETTINGEN, 2010. Implementation intentions and test anxiety: Shielding academic performance from distraction. In: Learning and individual differences. 20(1), pp. 30-33

@article{Parks-Stamm2010Imple-10835, title={Implementation intentions and test anxiety: Shielding academic performance from distraction}, year={2010}, doi={10.1016/j.lindif.2009.09.001}, number={1}, volume={20}, journal={Learning and individual differences}, pages={30--33}, author={Parks-Stamm, Elizabeth J. and Gollwitzer, Peter M. and Oettingen, Gabriele} }

<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/10835"> <dcterms:title>Implementation intentions and test anxiety: Shielding academic performance from distraction</dcterms:title> <dc:creator>Oettingen, Gabriele</dc:creator> <dc:format>application/pdf</dc:format> <dc:language>eng</dc:language> <dc:contributor>Gollwitzer, Peter M.</dc:contributor> <dcterms:issued>2010</dcterms:issued> <dc:creator>Parks-Stamm, Elizabeth J.</dc:creator> <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/10835"/> <dcterms:abstract xml:lang="eng">College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if-then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e., task-facilitating plans). Regression analyses showed that as test anxiety increased, the effectiveness of temptation-inhibiting implementation intentions increased, whereas task-facilitating implementation intentions increasingly harmed performance as test anxiety increased. In addition, the consequences of these plans differed significantly for those high in test anxiety. Implications for effective self-regulation by test-anxious students are discussed.</dcterms:abstract> <dcterms:bibliographicCitation>First publ. in: Learning and individual differences 20 (2010), 1, pp. 30-33</dcterms:bibliographicCitation> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-25T09:23:03Z</dcterms:available> <dc:contributor>Oettingen, Gabriele</dc:contributor> <dc:contributor>Parks-Stamm, Elizabeth J.</dc:contributor> <dc:creator>Gollwitzer, Peter M.</dc:creator> <dcterms:rights rdf:resource="http://nbn-resolving.org/urn:nbn:de:bsz:352-20140905103416863-3868037-7"/> <dc:rights>deposit-license</dc:rights> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-25T09:23:03Z</dc:date> </rdf:Description> </rdf:RDF>

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