Gender Differences in Test Anxiety and Academic Performance of Medical Students

Farooqi, Yasmin Nilofer; Ghani, Rabia; Spielberger, Charles D.

doi:10.5923/j.ijpbs.20120202.06

Cited by 40 publications

(27 citation statements)

References 14 publications

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“…Both mentioned aspects of personality-risk propensity and, as referred to above, test anxiety-are known to interact with sex (e.g., Zeidner, 1990;Byrnes et al, 1999;Farooqi et al, 2012;Bulgan, 2018), which has also been mentioned with reference to response format. Two meta-analyses of sex differences in the widely applied progressive matrices test (Raven et al, 1998) with 57 included studies (Lynn and Irwing, 2004), respectively 22 included studies (Irwing and Lynn, 2005) showed men generally outperforming women (d = 0.33 resp.…”

Section: Introductionmentioning

confidence: 99%

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

2020

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Reasoning is regarded to be an essential facet of fundamental cognitive abilities. As examinee characteristics may affect performance in Reasoning tests, concern about maintaining fairness is expressed. The purpose of the current study was to examine effects of response format on psychometric properties and fairness of a matrices test according to examinee's sex, risk propensity, and test anxiety. A total of 433 German-speaking pupils (aged 14-20) were randomly assigned to either a multiple choice or a free response version of the same 25-item test. Data analysis yielded Rasch-homogeneous 23-item versions, with higher reliability, but lower criterion validity for the free response test. No interactions between response format and sex, test anxiety, or risk propensity were revealed, but a significant main effect of sex: men out-performed women in reasoning irrespective of response format. Results are discussed with reference to attributes of the test situation and sample characteristics.

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Section: Introductionmentioning

confidence: 99%

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

2020

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“…Though, it is normal for an undergraduate to feel anxious about CBT, because minimal or moderate amount of anxiety is needed for the body to respond rapidly and efficiently (Cassady & Johnson, 2002;Onyeizugbo, 2010), however, higher level of anxiety may make it difficult for the student to concentrate and perform adequately (Farooqi, Ghani, & Spielberger, 2012;Onyeizugbo, 2010). Previous studies (e.g., Adewuyi, Taiwo, & Olley, 2012;Akanbi, 2010;Barrows, Dunn, & Lloyd, 2013;Oludipe, 2009;Sridevi, 2013) have attested that students with excessive test anxiety tend to perform poorly academically.…”

Section: Introductionmentioning

confidence: 99%

Role of computer self-efficacy and gender in computer-based test anxiety among undergraduates in Nigeria

Balogun¹,

Adebayo²

2016

Psychol. Thought

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This study examined the role of computer self-efficacy and gender in computer-based test (CBT) anxiety among a sample of Nigerian undergraduates. A cross-sectional survey design was adopted. Using a purposive sampling technique, 241 undergraduates (110 males and 131 females) were selected from a public university in Ondo State, Nigeria. Their ages ranged from 17 to 29 years with a Mean of 23.10 (SD = 5.10). Standardized questionnaires were used for data collection. Two hypotheses were tested using simple linear regression and independent t-test. The results showed that undergraduates who had higher level of computer self-efficacy were less likely to experience CBT anxiety (β = -.41; p < .01). Female undergraduates (M = 65.74) reported higher level of CBT anxiety than their male counterparts (M = 52.43). Therefore, to reduce computer-based test anxiety among undergraduates, we suggest that university managements should organize psychological training that would help enhance undergraduates (especially female undergraduates) computer self-efficacy.

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“…Children and adolescents who have episodes of anxiety (which have never been diagnosed and treated) can experience serious negative impacts on their current and future academic achievements and developments (Grover, Ginsburg, & Ialongo, 2007). Test anxiety has become one of the most troublesome factors in schools (Farooqi, Ghani, & Spielberger, 2012). Thus, the current study aimed to predict test anxiety based on metacognitive beliefs and perfectionism.…”

Section: Discussionmentioning

confidence: 99%

“…Test anxiety is an important factor in all academic levels; primary, secondary, and tertiary (Akanbi, 2013;Hernandez, Menchaca, & Huerta, 2011). Test anxiety has become one of the most troublesome factors in schools (Farooqi, Ghani, & Spielberger, 2012) and many students with test anxiety cannot concentrate on the test questions, which in turn cause poor performance on tests (Atasheneh & Izadi, 2012).…”

Section: Introductionmentioning

confidence: 99%

Prediction of Test Anxiety Based on Metacognitive Beliefs and Perfectionism

Tamannaeifar

Abdolmaleki

2017

PCP

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Objective:The purpose of the present study was to investigate the association of metacognitive beliefs and perfectionism with test anxiety among students. Methods:The present study was a cross sectional research. Study population comprised all male and female students of Kermanshah City. A total of 440 students (200 males and 240 females, aged 17-18 years) in the third or fourth grade of Kermanshah high schools (academic year 2015-2016) were selected by random cluster sampling method. The data were collected using test anxiety inventory, metacognitions questionnaire, and multidimensional perfectionism scale. For analyzing the data, we used analysis of regression method.Results: There were significant positive correlations between the test anxiety with cognitive confidence (r = 0.29, P < 0.01), positive beliefs (r = 0.10, P < 0.05), cognitive self-consciousness (r = 0.35, P < 0.01), uncontrollability and danger of thoughts (r = 0.45, P < 0.01), and need to control thoughts (r = 0.16, P < 0.05). Also, there was significant positive correlations between test anxiety with concern over mistakes (r = 0.36, P < 0.01), doubts about actions (r = 0.41, P < 0.01), parental expectations (r = 0.23, P < 0.01), parental criticism (r = 0.33, P < 0.01), personal standards (r = 0.40, P < 0.01) and organization (r = 0.16, P < 0.05). Moreover, analysis of regression indicated metacognitive beliefs and perfectionism are predictors of test anxiety. Conclusion:Results of this study support the metacognitive model of test anxiety and showed that people's metacognitive beliefs have important role in test anxiety. Also, results indicated perfectionist individuals are vulnerable for test anxiety.

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Gender Differences in Test Anxiety and Academic Performance of Medical Students

Cited by 40 publications

References 14 publications

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

Role of computer self-efficacy and gender in computer-based test anxiety among undergraduates in Nigeria

Prediction of Test Anxiety Based on Metacognitive Beliefs and Perfectionism

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