STUDY OF COMPARISON AMONG INFORMATION PROCESSING THEORY, INTERFERENCE MODEL OF TEST ANXIETY AND BECK’S COGNITIVE THEORY OF DEPRESSION WITH REGARD TO THEIR RELATIONSHIP WITH ACADEMIC ACHIEVEMENT

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YOUSEFI FAYEGH; REDZUAN MAROF; JUHARI RUMAYA BTE

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Journal: Avicenna Journal of Neuropsychophysiology Year:2016 | Volume:3 | Issue:4 Page(s): 0-0

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Title

STUDY OF COMPARISON AMONG INFORMATION PROCESSING THEORY, INTERFERENCE MODEL OF TEST ANXIETY AND BECK’S COGNITIVE THEORY OF DEPRESSION WITH REGARD TO THEIR RELATIONSHIP WITH ACADEMIC ACHIEVEMENT

Author(s)

YOUSEFI FAYEGH | REDZUAN MAROF | JUHARI RUMAYA BTE | Issue Writer Certificate

Keywords

INFORMATION PROCESSING THEORY

INTERFERENCE MODEL OF TEST ANXIETY

BECK’S COGNITIVE THEORY OF DEPRESSION AND ACADEMIC ACHIEVEMENT

Abstract

Objective: In this paper, the INTERFERENCE MODEL OF TEST ANXIETY by Eysenck (1972), Beck’s cognitive theory of depression (1967) and INFORMATION PROCESSING THEORY by Atkinson and Schifrin (1968) were assumed to develop the theoretical framework.Methods: Here, the above theories are discussed in relation to the present paper. Their application and implications and academic achievement are also considered.Results: Academic achievement was treated as a dependent variable. Depression and test-anxiety were considered as independent variables, this is because the researcher wanted to investigate whether variables, such as depression, test-anxiety, and memory have the potential to affect students’ academic achievement. The paper highlights the relationships between depression, test-anxiety, memory, and academic achievement. It has been postulated that depression and test-anxiety despair short–term memory, and short-term memory cannot transfer information to long term-memory. Thus, these processes are linked to low academic achievement. In other words, when depression and test-anxiety prevent the transfer of information from short-term memory to long-term memory, then students cannot memorize their lesson or recall it.Conclusions: Although much work has been done on academic achievement, yet there are not enough studies carried out on the relationship among test-anxiety, depression, memory and academic achievement. Thus, more studies are needed to ascertain the effects of depression and test anxiety on academic achievement through memory. The focus of the present paper was to examine the relationship between the above-mentioned variables and theories.

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APA: Copy

YOUSEFI, FAYEGH, REDZUAN, MAROF, & JUHARI, RUMAYA BTE. (2016). STUDY OF COMPARISON AMONG INFORMATION PROCESSING THEORY, INTERFERENCE MODEL OF TEST ANXIETY AND BECK’S COGNITIVE THEORY OF DEPRESSION WITH REGARD TO THEIR RELATIONSHIP WITH ACADEMIC ACHIEVEMENT. AVICENNA JOURNAL OF NEURO PSYCHO PHYSIOLOGY, 3(4), 0-0. SID. https://sid.ir/paper/345280/en

Vancouver: Copy

YOUSEFI FAYEGH, REDZUAN MAROF, JUHARI RUMAYA BTE. STUDY OF COMPARISON AMONG INFORMATION PROCESSING THEORY, INTERFERENCE MODEL OF TEST ANXIETY AND BECK’S COGNITIVE THEORY OF DEPRESSION WITH REGARD TO THEIR RELATIONSHIP WITH ACADEMIC ACHIEVEMENT. AVICENNA JOURNAL OF NEURO PSYCHO PHYSIOLOGY[Internet]. 2016;3(4):0-0. Available from: https://sid.ir/paper/345280/en

IEEE: Copy

FAYEGH YOUSEFI, MAROF REDZUAN, and RUMAYA BTE JUHARI, “STUDY OF COMPARISON AMONG INFORMATION PROCESSING THEORY, INTERFERENCE MODEL OF TEST ANXIETY AND BECK’S COGNITIVE THEORY OF DEPRESSION WITH REGARD TO THEIR RELATIONSHIP WITH ACADEMIC ACHIEVEMENT,” AVICENNA JOURNAL OF NEURO PSYCHO PHYSIOLOGY, vol. 3, no. 4, pp. 0–0, 2016, [Online]. Available: https://sid.ir/paper/345280/en

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