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Academic goals and learning strategies in secondary education Spanish students with social anxiety / Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

Academic goals and learning strategies in secondary education Spanish students with social... AbstractThe purpose of this study was to analyse the relationship between high social anxiety, academic goals and learning strategies in a sample of 2,022 (51.1% male) Spanish adolescents aged 12–16. The Social Phobia and Anxiety Inventory (SPAI), Achievement Goal Tendencies Questionnaire (AGTQ) and Learning and Studies Skills Strategies Inventory — High School Version (LASSI-HS) were used to assess the variables. The results showed no statistically significant differences in goal orientations between students with and without high social anxiety. However, students with high social anxiety used learning strategies significantly less. In addition, the logistic regression results indicated that high social anxiety acts as a significant predictor for setting social reinforcement goals and learning and study strategies. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Studies in Psychology: Estudios de Psicología Taylor & Francis

Academic goals and learning strategies in secondary education Spanish students with social anxiety / Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

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Academic goals and learning strategies in secondary education Spanish students with social anxiety / Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

Delgado, Beatriz; Aparisi, David; García-Fernández, José M.; Torregrosa, María S.; Estévez, Estefanía; Marzo, Juan-Carlos; Inglés, Cándido J.
Studies in Psychology: Estudios de Psicología , Volume 39 (1): 23 – Jan 2, 2018

Abstract

AbstractThe purpose of this study was to analyse the relationship between high social anxiety, academic goals and learning strategies in a sample of 2,022 (51.1% male) Spanish adolescents aged 12–16. The Social Phobia and Anxiety Inventory (SPAI), Achievement Goal Tendencies Questionnaire (AGTQ) and Learning and Studies Skills Strategies Inventory — High School Version (LASSI-HS) were used to assess the variables. The results showed no statistically significant differences in goal orientations between students with and without high social anxiety. However, students with high social anxiety used learning strategies significantly less. In addition, the logistic regression results indicated that high social anxiety acts as a significant predictor for setting social reinforcement goals and learning and study strategies.

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Publisher
Taylor & Francis
Copyright
© 2017 Fundacion Infancia y Aprendizaje
ISSN
1579-3699
eISSN
0210-9395
DOI
10.1080/02109395.2017.1407901
Publisher site
See Article on Publisher Site

Abstract

AbstractThe purpose of this study was to analyse the relationship between high social anxiety, academic goals and learning strategies in a sample of 2,022 (51.1% male) Spanish adolescents aged 12–16. The Social Phobia and Anxiety Inventory (SPAI), Achievement Goal Tendencies Questionnaire (AGTQ) and Learning and Studies Skills Strategies Inventory — High School Version (LASSI-HS) were used to assess the variables. The results showed no statistically significant differences in goal orientations between students with and without high social anxiety. However, students with high social anxiety used learning strategies significantly less. In addition, the logistic regression results indicated that high social anxiety acts as a significant predictor for setting social reinforcement goals and learning and study strategies.

Journal

Studies in Psychology: Estudios de Psicología – Taylor & Francis

Published: Jan 2, 2018

Keywords: adolescence; social anxiety; learning strategies; secondary education; academic goals; adolescencia; ansiedad social; metas académicas; estrategias de aprendizaje; educación secundaria

References

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