tutorial
ARTICLE REVIEW 1
ARTICLE REVIEW 2
Article Review
Student's Name
Institution
Course
Instructor
Date
Part 1
A. What is known on this topic?
First, it is known that the differences in cognitive processing are insufficient in such a way that they cannot even capture the whole range of variability that can be observed in academic performance. Secondly, it is known that there are iterative and collective influences of the variables that can be identified on a four-year GPA.
B. What is the authors’ purpose in conducting this study?
Developing the Outcomes and significances of creating a multifaceted intervention model that has the capability of supporting emotion regarding the development of skills that can buffer the effect of cognitive test anxiety on achievement (Thomas et al., 2017).
C. List all of the author’s hypotheses/research questions.
Exploring the viability of a theoretically based framework that explains the impacts of the debilitative and supportive factors on the GPSs of the undergraduate students in the four-year interval.
Part 2
A. Describe the population or research participants.
The research participants are the undergraduate students that are already attending a mid-size public university in the Midwestern United States, and they were required toprovide informed consent.
B. How were they recruited?
The participants were collected from the university in the Midwestern United States.
C. If indicated, what was the setting for collecting the data for the study?
The setting for collecting the data for the study was in the mid-size public university located in the Midwestern United States.
D. Describe and give the names of all of the tests or other forms of assessment that were included in the study.
The levels of cognitive test anxiety had been assessed by the Cognitive Test Anxiety Scale-Revised (CTAR), which is a 25-item revision on the Original Cognitive Test Anxiety Scale (Thomas et al., 2017).
The Schutte Emotional Intelligence Scale is a 33-item measure that is developed so that it can assess emotional intelligence.
COPE inventory is a 60-item measure that is developed to ensure there is a better assessment of both the functional and dysfunctional coping strategies.
Part 3
A. What were the main results obtained from the research?
The main results obtained from the research are that emotional intelligence usually provides the students with the capability of managing the emotional challenges successfully that are associated with cognitive test anxiety.
B. Were these results expected? Why or why not?
The results of the study were expected because they were consistent with the previous study on the facilitative influence of emotional intelligence.
C. What were the limitations of this study suggested by the authors?
The inability of including covariates that are beyond the first-year GPA of the students.
D. What are the future recommendations suggested by the authors?
The students that have anxiousness with tests should rely with the coping strategies that have the responsibility of preventing effective encoding of the information related to academics.
Cognitive test anxiety should be used as the significant predictors for the students that have long-term academic outcomes.
Training should be done on the students on more active strategies that they can use when managing the symptoms of test anxiety.
References
Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40-48. https://www.sciencedirect.com/science/article/pii/S1041608017300626