Study efforts, learning strategies and test anxiety when striving for language competence: the role of utility value, self-efficacy, and reasons for learning English

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buir.contributor.authorÜner, Ayça
buir.contributor.authorMouratidis, Athanasios
buir.contributor.authorKalender, İlker
dc.citation.epage799en_US
dc.citation.issueNumber6en_US
dc.citation.spage781en_US
dc.citation.volumeNumber40en_US
dc.contributor.authorÜner, Ayça
dc.contributor.authorMouratidis, Athanasios
dc.contributor.authorKalender, İlker
dc.date.accessioned2021-02-26T18:33:06Z
dc.date.available2021-02-26T18:33:06Z
dc.date.issued2020
dc.departmentDepartment of Psychologyen_US
dc.departmentEnglish Language Preparatory Programen_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractPrevious 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, Mage = 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.en_US
dc.description.provenanceSubmitted by Evrim Ergin (eergin@bilkent.edu.tr) on 2021-02-26T18:33:06Z No. of bitstreams: 1 Study_efforts_learning_strategies_and_test_anxiety_when_striving_for_language_competence_The_role_of_utility_value_self-efficacy_and_reasons_for_learning_English.pdf: 2042552 bytes, checksum: 7913343d4b8fd9d058267fde674ce65d (MD5)en
dc.description.provenanceMade available in DSpace on 2021-02-26T18:33:06Z (GMT). No. of bitstreams: 1 Study_efforts_learning_strategies_and_test_anxiety_when_striving_for_language_competence_The_role_of_utility_value_self-efficacy_and_reasons_for_learning_English.pdf: 2042552 bytes, checksum: 7913343d4b8fd9d058267fde674ce65d (MD5) Previous issue date: 2020-02en
dc.identifier.doi10.1080/01443410.2020.1736989en_US
dc.identifier.issn0144-3410
dc.identifier.urihttp://hdl.handle.net/11693/75613
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttps://dx.doi.org/10.1080/01443410.2020.1736989en_US
dc.source.titleEducational Psychologyen_US
dc.subjectUtility valueen_US
dc.subjectSelf-efficacy beliefsen_US
dc.subjectIntrinsic reasonsen_US
dc.subjectSelf-worth concernsen_US
dc.subjectLearning strategiesen_US
dc.titleStudy efforts, learning strategies and test anxiety when striving for language competence: the role of utility value, self-efficacy, and reasons for learning Englishen_US
dc.typeArticleen_US

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