Estrategias de aprendizaje y ansiedad ante los exámenes en estudiantes universitarios

Abstract

Several studies coincidently affirm that a high test anxiety is associated, en general, to low study skills
and the use of surface information processing strategies, existing reciprocal influences between these
variables. According to this perspective, learning strategies were evaluated in 816 high, medium and
low test anxious university students. Additionally, relationships between four test anxiety dimensions
and learning strategies were analyzed. High tests anxious students used more frequently, rehearsal
and academic help seeking strategies, and low anxious, reflexive strategies. Lack of confidence
correlated negatively with reflexive study strategies, rehearsal, academic help seeking, and time and
effort managing. In opposite way, worry correlated positively with three of those strategies.