Issues of learning styles and academic achievement at pupils
prone to test-anxiety and test-anxious pupils

a 2006

Issues of learning styles and academic achievement at pupils prone to test-anxiety and test-anxious pupils

STRÁNSKÁ, Zdenka

Basic information

Original name

Issues of learning styles and academic achievement at pupils prone to test-anxiety and test-anxious pupils

Name in Czech

K problematice učebního stylu a školní úspěšnosti u žáků inklinujících k trémě a žáků-trémistů

Authors

STRÁNSKÁ, Zdenka (203 Czech Republic, guarantor)

Edition

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

Other information

Language

English

Type of outcome

Konferenční abstrakt

Field of Study

50100 5.1 Psychology and cognitive sciences

Country of publisher

Poland

Confidentiality degree

není předmětem státního či obchodního tajemství

Impact factor

Impact factor: 1.636

RIV identification code

RIV/00216224:14210/06:00017347

Organization unit

Faculty of Arts

ISSN

UT WoS

000240000100427

Keywords in English

learning style; academic achievement; anxiety

Abstract

ORIG CZ

V originále

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.

In Czech

Ve sdělení jsou prezentovány výsledky výzkumu, jehož cílem bylo zmapovat individuální preference při učení žáků druhého stupně základní školy – se zaměřením na žáky inklinující k trémě a žáky-trémisty (tj. zjistit, co žák dělá a co mu nejlépe vyhovuje, když se učí) a dále prozkoumat jejich souvislosti s dosahovanými výsledky učení, školní úspěšností žáků, a to i s ohledem na zjištění rozdílů mezi chlapci a dívkami ve sledovaných proměnných. K diagnostice stylu učení byla použita česká verze amerického Dotazníku stylů učení (LSI) autorů R. Dunnové, K. Dunna a G. Price (v překladu a úpravě J. Mareše) a ke zjištění míry trémy Škála klasického strachu, sociálně situační anxiety a trémy (KSAT) O. Kondáše. Byl zjišťován též školní prospěch žáků z vybraných předmětů.

Citovat

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.

@proceedings{698733,
   author = {Stránská, Zdenka},
   booktitle = {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.},
   keywords = {learning style; academic achievement; anxiety},
   language = {eng},
   note = {Poster na konferenci: 20th Annual Conference of the European Health Psychology Society "Social Change and New Challenges for Health Psychology", 30. 8. - 2. 9. 2006, Warsaw University, Warsaw, Poland.},
   title = {Issues of learning styles and academic achievement at pupils prone to test-anxiety and test-anxious pupils},
   year = {2006}
}

TY  - CONF
ID  - 698733
AU  - Stránská, Zdenka
PY  - 2006
TI  - Issues of learning styles and academic achievement at pupils prone to test-anxiety and test-anxious pupils
N1  - Poster na konferenci: 20th Annual Conference of the European Health Psychology Society "Social Change and New Challenges for Health Psychology", 30. 8. - 2. 9. 2006, Warsaw University, Warsaw, Poland.
KW  - learning style
KW  - academic achievement
KW  - anxiety
N2  - 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.
ER  -

STRÁNSKÁ, Zdenka. Issues of learning styles and academic achievement at pupils prone to test-anxiety and test-anxious pupils. In \textit{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.

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