In the private-school experimental group only test anxiety changed significantly from pre-test to post-test, decreasing; pre-post differences on the other motivation dimensions were not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Experimental group II showed a significant pre-to-post decrease in test anxiety and no significant change in the other motivation sub-dimensions. → Kutlu Abu & Gökdere 2018

Evidence¶

Kutlu Abu & Gökdere 2018¶

Neşe Kutlu Abu, Murat Gökdere. (2018). The Effect of Differentiated Science Curriculum on Students' Motivational Regulations. Universal Journal of Educational Research 6(3): 455-465. https://doi.org/10.13189/ujer.2018.060312

q2 · i? · causal · r1

Dependent-sample t-tests for experimental group II (Sd = 15): exam anxiety t = 2,663, p = ,018, with means falling from 4,6875 to 3,7500; all other sub-dimensions non-significant. The authors interpret this as maintenance of already-high motivation among private-school students.

"the test anxiety sub-dimension of the motivation sub- dimension in the experimental group II is found to be a significant difference between the pre -test and post -test average scores, whereas the motive dimension is not significant in the other sub-dimensions."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it
• Affect Regulation — outcome: instruction changes it

Related Claims¶

• Grid Model curriculum shows no significant post-test effect on external goal orientation, learning control belief, or test anxiety — related
• Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related
• The three teaching methods showed no significant post-test differences on the other five SMTML motivation dimensions — related
• Both experimental groups significantly improved in active learning strategies, value of mathematics learning, and learning environment stimulation, while the control group did not — related
• Self-efficacy and performance goal motivation did not change significantly in any of the three groups — related
• Within the mind-map planning group, pre-to-post gains are significant on most self-regulation strategies and motivational beliefs, including a significant test-anxiety decrease — a broader claim this one bears on
• Writing anxiety decreased significantly in both the Facebook experimental group and the control group — related
• Third-grade control students receiving no relaxation training showed no significant decrease in test anxiety — related
• Relaxation training produced a significant pre-to-post reduction in test anxiety among third-grade students in the experimental group — a broader claim this one bears on
• Contrary to expectations, the digital writing workshop significantly decreased fourth-graders' writing motivation while control-group motivation did not change — related
• The experimental group's anxiety control changed significantly from pre- to post-treatment while the control group's did not — related