A convenience sample, made up of 700 university students of diverse curricula and majors (Economics, Psychology, Medicine, Sociology, Education, Law, Physics and Chemistry) responded to 62 items of a questionnaire (Likert scale format) aimed at measuring cognitive and emotional evaluation of university examination (what purpose they have, to whom they are useful, whem and why they are not useful). Emotional reactions to both bad and good grades were tapped with specific questions. Some items measured attitudes towards professors' ability to gauge students' knowledge. Factor analysis yilded 10 meaningful factors, with high to low reliability coefficients: Funcionality of Examinations, Anxiety, Locus of control and Learned Helplessness with Examinations, Expectancies About Teachers, Drive to Successful Studying, Adequacy of Credits and others.
Flebus, G. (2012). Emotional and cognitive evaluation of university examinations. In Abstracts from the 10th Alps Adria Psychology Conference (pp.52-53).
Emotional and cognitive evaluation of university examinations
FLEBUS, GIOVANNI BATTISTA
2012
Abstract
A convenience sample, made up of 700 university students of diverse curricula and majors (Economics, Psychology, Medicine, Sociology, Education, Law, Physics and Chemistry) responded to 62 items of a questionnaire (Likert scale format) aimed at measuring cognitive and emotional evaluation of university examination (what purpose they have, to whom they are useful, whem and why they are not useful). Emotional reactions to both bad and good grades were tapped with specific questions. Some items measured attitudes towards professors' ability to gauge students' knowledge. Factor analysis yilded 10 meaningful factors, with high to low reliability coefficients: Funcionality of Examinations, Anxiety, Locus of control and Learned Helplessness with Examinations, Expectancies About Teachers, Drive to Successful Studying, Adequacy of Credits and others.
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