Anxiety Moderates Performance but Not Mastery Approach Effects on Self-Regulated Learning

• In Event: Examination of Anxiety and Academic Stress

Abstract

Extant literature suggests anxiety may moderate the effect of achievement goals on self-regulated learning. Linear regression on responses from 141 undergraduates at a large, public Southwestern University indicated mastery approach (MAP) goals positively predicted self-regulated learning (B = 1.600, p < .001), an effect not moderated by anxiety (B = -0.011, p = .369). Performance approach (PAP) goals also positively predicted self-regulated learning (B = 0.819, p < .001); however, this effect was weaker for students who reported lower anxiety and stronger for students who reported higher anxiety (B = 0.040, p = .002). The relationship between MAP and self-regulated learning was not susceptible to anxiety, whereas the effect of PAP was attenuated by low anxiety.

Authors

• Ang Li, University of Arizona

• Monica K Erbacher, University of Arizona