ACADEMIC STRESS, TEST ANXIETY, AND PERFORMANCE IN A CHINESE HIGH SCHOOL SAMPLE: THE MODERATING EFFECTS OF COPING STRATEGIES AND PERCEIVED SOCIAL SUPPORT by Juan “Tulip” Xiao Test taking can produce elevated stress and anxiety, with subsequent negative influences on test performance. This has been a focus of prior research. However, only a few studies have explored how coping strategies and perc...

Procrastination, Academic Success and the Effectiveness of a Remedial Program Procrastination produces harmful effects for human capital investments and studying activities. Using data from a large sample of Italian undergraduates, we measure procrastination with the actual behaviour of students, considering the delay in finalizing their university enrolment procedure. We firstly show that proc...

In many social science majors, e.g., psychology, students report high levels of statistics anxiety. However, these majors are often chosen by students who are less prone to mathematics and who might have experienced difficulties and unpleasant feelings in their mathematics courses at school. The present study investigates whether statistics anxiety is a genuine form of anxiety that impairs stud...

Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended ...

Procrastinationhasbeenreportedasaprevalentphenomenoninthegeneralpopulation,affecting anumberofadults.Procrastinationinacademiamayhaveparticularlyseriouseffectsforstudents intertiaryeducation,whoseacademiclivesarecharacterisedbyfrequentdeadlines.Indeed,ithas beenshownthatuniversitystudentswhoratedhighonprocrastinationreceivedlowgrades(Tice &...

The interplay among motivation, ability, attitudes, behaviors, homework, and learning is unclear from previous research. We analyze data collected from 687 students enrolled in seven economics courses. A model explaining homework and exam scores is estimated, and separate analyses of ability and motivation groups are conducted. We find that motivation and ability explain variation in both homew...