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{
    "pk": 28219,
    "title": "Does a 12 week intervention of metacognitive strategies improve self-efficacy and lessen test anxiety in high stakes testing for 10-12 year olds?",
    "subtitle": null,
    "abstract": "Test anxiety affects girls more than boys (Hembree 1988) and from as young an age as 7-8. Test anxiety is a transactionalconstruct (Zeidner 1998), which affects performance of the working memory (Eysenck 1992). High Test Anxious studentsare more self-centred and more self-critical than Low Test Anxious students (Zeidner and Matthews 2005). One aspect ofBanduras self-efficacy theory (1997) is that self-belief, belief in capability can raise performance. A 12 week interventionusing metacognition of desirable difficulties in the testing effect (Bjork 1974) and interleaved spaced retrieval (Karpickeand Roediger 2011) was delivered to a small group of Year 6 girls prior to a high stakes (entrance to Senior School)examination. This pilot intervention aimed to enable 10-12 year olds to believe that as you face an important exam, newmetacognitive knowledge can be used to give self-efficacy in test taking; to believe that testing routes in the brain havebeen primed and that belief in oneself is possible because of the mastery of the metacognition of self-efficacy.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Abstracts-Posters",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6r5367p9",
    "frozenauthors": [
        {
            "first_name": "Helen",
            "middle_name": "",
            "last_name": "Barsham",
            "name_suffix": "",
            "institution": "University of Cambridge",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28219/galley/17878/download/"
        }
    ]
}