Is theorised as a comprehensible whole of learning actions that learners frequently use, what they believe about learning and what motivates them to learn, the entire that is characteristic of them in a certain period. It is a synchronising concept, in which the interrelationships between affective, cognitive and regulative learning activities, beliefs about learning, and learning motivations are unified.
Published in Chapter:
The Effect of Examination-Related Anxiety on Career Pathway for High School Graduates
Joyce Mathwasa (University of Fort Hare, South Africa) and Lwazi Sibanda (National University of Science and Technology, Zimbabwe)
Copyright: © 2020
|Pages: 22
DOI: 10.4018/978-1-7998-0319-5.ch010
Abstract
It has always been said ‘Knowledge is Power' and that knowledge is gained through education, an idea as old as humanity. Learners acquire life skills such as cognitive ability, interpersonal, psychosocial, and social skills that help learners in decision making, problem solving, critical thinking, creative and effective communication. These skills are learnt through the numerous subjects within a curriculum. Dewey's assertion is that education is life itself, but it focuses on the examinations, yet life depends on the examination outcomes. This chapter focuses on how learning institutions use tests and examinations to grade learners which affects their future. The examination process causes anxiety due to lack of relevant information, inadequate preparation, and overloaded curriculum content. The pressure to achieve a certain level of excellence, family pride, academic recognition, and social mobility is stressful. The chapter will also explore the sources of stress, the levels of stress and stress management tactics.