Abstract

Previous research has shown that utility value and expectancy for success, as well as the reasons for academic striving, could partly explain academic engagement. Yet, their joint role in predicting learning strategies and test anxiety has not been thoroughly understood, especially in contexts where pressure for success is high. We examined this issue in a sample of Turkish university students who were attending a language preparatory school (N = 1009; 53% males, M_age = 19.14 years; SD = 1.08) and were under the psychological pressure to pass their qualifying exams. Regression analyses showed that next to self-efficacy beliefs, it was intrinsic reasons which positively and consistently predicted learning strategies; in contrast, self-worth concerns positively predicted test anxiety. These relations emerged even among students who experienced failure and were thus psychologically pressed to succeed. Our findings suggest that intrinsic reasons for academic striving might play a decisive role even in psychologically pressuring contexts.

摘要

先前的研究表明，效用价值和对成功的期望以及学业努力的原因可以部分解释学业投入。然而，它们在预测学习策略和考试焦虑中的共同作用还没有被完全理解，特别是在成功压力很大的情况下。我们在接受语言预科课程的土耳其大学生样本中调查了此​​问题（N  = 1009； 53％的男性，M_年龄 = 19.14岁；SD = 1.08），并且处于通过合格考试的心理压力下。回归分析表明，除了自我效能感信念之外，内在原因也是积极一致地预测学习策略的原因。相反，自我价值关注积极预测考试焦虑。这些关系甚至出现在经历过失败并因此在心理上被迫获得成功的学生之间。我们的发现表明，即使在心理压力下，学术努力的内在原因也可能起决定性作用。