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Trait-anxiety’s moderating role in predicting academic performance improvement in PISA

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Rajchert J., Żółtak T., Smulczyk M.
Polish Journal of Applied Psychology
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2013
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vol. 11
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issue 3
73-92
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In our research we explored the moderating effect of trait-anxiety on improving academic performance during one year. A large sample of 3457 adolescents (1695 girls and 1762 boys) aged from 16 to 17 years took part in the Polish extension in 2009 of the OECD (Organisation for Economic Co-operation and Development) Program for International Student Assessment (PISA) measuring mathematics, reading and science skills. After 12 months they completed the academic performance test once again, and trait and state-anxiety was measured using STAI (State-Trait Anxiety Inventory). Trait-anxiety moderated the change in performance in mathematics but not in science or reading. A high level of trait-anxiety impaired mathematics skills development. Additionally three models for mathematics, reading and science were tested in which state-anxiety predicted 2010 academic performance in these domains.
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