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

Yousefi, Fayegh; Redzuan, Marof; Bte Juhari, Rumaya

doi:10.5812/ajnpp.58803

Volume 3, Issue 4 (November 2016) Avicenna J Neuro Psycho Physiology 2016, 3(4): 94-100 | Back to browse issues page

‎ 10.5812/ajnpp.58803

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

Fayegh Yousefi

¹, Marof Redzuan²

, Rumaya Bte Juhari²

1- Social Determinants of Health Research Center, Kurdistan University of Medical Sciences, Sanandaj, Iran ; Faculty of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran , fykmsu@gmail.com
2- Faculty of Human Ecology, University Putra Malaysia Serdang 43400, Malaysia Faculty of Human Ecology, University Putra Malaysia Serdang 43400, Malaysia

Abstract: (2450 Views)

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.

Keywords: Information Processing Theory, Interference Model of Test Anxiety, Beck’s Cognitive Theory of Depression and Academic Achievement

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Article Type: Research Article | Subject: Special
Received: 2016/08/30 | Accepted: 2016/10/16 | Published: 2016/11/30

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