A number of studies suggest that good academic achievement involves both the use of efficient learning strategies and control of the student's psychological variables. Using Cognitive Psychology, more specifically an Information Processing-based approach as a theoretical framework, the present study examined the relations between the use of learning strategy and anxiety of 155 elementary school students of a public school in Campinas. A structured interview on learning strategies and an anxiety scale were used. Overall, results seem to indicate that anxiety can either favor or interfere with the use of learning strategies. Results are discussed in terms of their educational implications. Directions for further research on this topic are also addressed.
Learning strategies; anxiety; elementary school
