Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren

Abstract

The Standard Assessment Tests (SATs) taken by pupils in their final year of primary schooling in England have been widely criticised for placing children under too pressure and contributing to an increase in test-related stress and anxiety. In this exploratory study we set out to explore the experiences of forthcoming SATs in a small sample of children using an appraisal model of stress and to reflect on whether these criticisms are justified. Results from focus groups with pupils and interviews with class and head teachers suggested that there was diversity in pupils' experiences their tests. The pressures associated with SATs did not necessarily lead to negative outcomes and some children described SATs in more positive ways, as challenging rather than threatening. Self-worth judgements played a central role in individual-level appraisal and may also provide a useful link to discourses surrounding the value of academic credentials.

The impact of fear appeals on subjective-task value and academic self-efficacy: The role of appraisal

“…However, teachers may also communicate other messages about the value, importance, and worth of examinations through their instructional dialogue (Banks & Smyth, 2015;Hall, Fear appeals, subjective task value, and academic self-efficacy Collins, Benjamin, Nind, & Sheehy, 2004;Gulek, 2003;Putwain, Connors, Woods, Nicholson, 2012). These messages are used to highlight how failure can lead to subsequent negative life opportunities (e.g., difficulty in finding a job or continuing in education or training) as a motivational tactic to encourage students to engage with their studies (Putwain & Roberts, 2009).…”

Resilient children are less test anxious and perform better in tests at the end of primary schooling

“…In this study, we examine resilience in relation to performance on statutory tests taken at the end of primary schooling in England. Research has suggested that these tests are considerable sources of pressure and anxiety for children due to their pervasive influence on the design of teaching and learning (Hall, Collins, Benjamin, Nind, & Sheehy, 2004) and the importance of educational achievement for pupils' self-worth judgments (Putwain, Connors, Woods, & Nicholson, 2012). As research has also shown that pupils experience greater anxiety in high-stakes tests (Connor, 2001(Connor, , 2003Segool, Carlson, Goforth, von der Embse, & Barterian, 2013) we would argue that the stakes of these tests are sufficiently high to present a pressured testing situation under which resilient children are able to withstand more effectively.…”

“My math and me”: Nursing students' previous experiences in learning mathematics

“…A student's perceptions can also influence other similar constructsdfor example, test anxiety (Hembree, 1988)dand differences in test anxiety have been reported at both lower (Putwain et al, 2012) and higher (Naveh-Benjamin et al, 1997) educational levels. Some students look forward to tests or examinations because they want to demonstrate their skills and knowledge, which could be a facilitating aspect of test anxiety (Alpert and Haber, 1960).…”