TY - JOUR
AU - Ireson, Judy
AB -  This study investigated the role of metacognition as a mediator of the effect of test anxiety on a surface approach to studying. The following scales were completed by 109 undergraduate social sciences students: Approaches and Study Skills Inventories for Students (ASSIST), Metacognitions Questionnaire (MCQ), and Test Anxiety Scale (TAS). Positive and significant correlations were observed between test anxiety and a surface approach to studying, and between all five dimensions of metacognition and test anxiety. Positive and significant correlations were also found between four of the five dimensions of metacognition and a surface approach to studying. Structural equation modelling was used to test a mediational model in which test anxiety predicted metacognition which in turn predicted a surface approach to studying. The results supported the hypothesis that the effect of test anxiety on a surface approach to studying is entirely mediated by metacognition. The practical implications of these findings are outlined. 
TI - Metacognition as a Mediator of the Effect of Test Anxiety on a Surface Approach to Studying
JF - Educational Psychology
DO - 10.1080/01443410500390673
DA - 2006-10-01
UR - https://www.deepdyve.com/lp/taylor-francis/metacognition-as-a-mediator-of-the-effect-of-test-anxiety-on-a-surface-7ji0DIAWD3
SP - 615
EP - 624
VL - 26
IS - 5
DP - DeepDyve
ER -