Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators

Embse, Nathaniel P. von der; Hasson, Ramzi

doi:10.1080/1045988x.2011.633285

Cited by 69 publications

(32 citation statements)

References 30 publications

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“…With reference to related literature, while studies pointing out a negative relationship between the test anxiety and academic achievement in terms of the whole TAS existed in literature [25,29,56,74,76,88,90,91,93], some studies claimed that there was no relationship between test anxiety and academic achievement [19,47,71]. In parallel with the findings of some studies, it was also found in this study that the emotionality sub-dimension of TAS had more effect on academic achievement than the worry sub-dimension did [25,38,76,91].…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Learning Style, Test Anxiety and Academic Achievement

Yazıcı¹

2017

ujer

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This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger. According to the findings, SSPTs' academic achievements had negative and low-level relationship with the TAS' worry sub-dimension while they had no significant relationship with the emotionality sub-dimension. No statistically significant relationship was observed between test anxiety and independent, participant and avoidant learning styles, which are among GRLSS subdimensions. The findings revealed that competitive and cooperative learning styles had positive, low-level and significant relationship with the TAS' emotionality subdimension, and the same relationship was observed between the competitive learning style and the worry sub-dimension. The relationship of gender and class level with learning styles and test anxiety was also investigated in this study.

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Section: Discussionmentioning

confidence: 99%

The Relationship between Learning Style, Test Anxiety and Academic Achievement

Yazıcı¹

2017

ujer

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“…High levels of test anxiety can interfere with academic achievement (Hembree, 1988) and contribute to poor student wellbeing (Steinmayr, Crede, McElvany, & Wirthwein, 2016). These effects are magnified in educational systems that use student test data for accountability purposes (von der Embse & Hasson, 2012). Accordingly, test anxiety interventions have been purposefully utilized to support at-risk students.…”

mentioning

confidence: 99%

Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized control trial.

Putwain

Pescod

2018

School Psychology Quarterly

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Objective: The aim of the study was to conduct a randomized control trial of a targeted, facilitated, test anxiety intervention for a group of adolescent students, and to examine the mediating role of uncertain control.Method: Fifty-six participants (male = 19, white = 21, mean age = 14.7 years) were randomly allocated to an early intervention or wait-list control group. Participants completed the Revised Test Anxiety Scale and the Uncertain Control Scale from the Motivation and Engagement Scale at baseline, after the early intervention group had received the intervention, and again, after the wait-list control group had received the intervention. Results:Participants showed moderate to large reductions in the worry and tension components of test anxiety, and uncertain control, after the intervention. The reduction in worry and tension was partially mediated by the reduction in uncertain control. Conclusions:Findings contribute to the evidence base for test anxiety interventions designed for school age populations and highlight uncertain control as an important factor in test anxiety intervention.Keywords: Test anxiety, worry, tension, uncertain control, intervention Impact and ImplicationsThis study uses a robust design to show that it is possible to reduce the anxiety associated with high-stakes tests in secondary school students. One key factor in reducing testing anxiety is increasing student's sense of being in control. TEST ANXIETY INTERVENTION AND UNCERTAIN CONTROL 2Test anxiety is a concern for students, educators and psychologists. High levels of test anxiety can interfere with academic achievement (Hembree, 1988) and contribute to poor student wellbeing (Steinmayr, Crede, McElvany, & Wirthwein, 2016). These effects are magnified in educational systems that use student test data for accountability purposes (von der Embse & Hasson, 2012). Accordingly, test anxiety interventions have been purposefully utilized to support at-risk students. However, the literature base for the effectiveness of school based interventions is lacking (von der Embse, Barterian, & Segool, 2013). To address the paucity of studies in this area we conducted a randomized control-trial of a targeted, facilitated, test anxiety intervention with adolescent students preparing for high-stakes secondary school leaving examinations. Furthermore, given that the extant literature has yet to identify mediators of test anxiety intervention, the role of uncertain control was examined as one such mediator. What is Test Anxiety and Why is it Important?Test anxiety is a situational-specific form of trait anxiety; defined as individual differences in the general tendency to appraise performance-evaluative situations, such as examinations, as threatening (Spielberger & Vagg, 1995). Thus, individuals high in trait test anxiety will not respond with greater state anxiety to all threat situations, only those where only performance will be evaluated. It comprises of theoretically distinct, although empirically related, cognitive and affective-ph...

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“…Although psychologists acknowledge that test anxiety among school-age children is a prominent issue, estimates of exactly how many students are affected may vary. Most estimates fall in the range of 10%-40% of elementary and middle school students (Segool, Carlson, Goforth, von der Embse & Barterian, 2013;Von der Embse & Hasson, 2012). Some research indicates that these numbers may be higher among minorities (Tempel & Neumann, 2014;Turner, Beidel, Hughes & Turner, 1993).…”

Section: Prevalencementioning

confidence: 99%

“…Educational policy of the last two decades has placed a strong emphasis on high-stakes test scores, causing schools to focus on testing and test preparation. With this increased focus on test performance, the prevalence of test anxiety has increased (Van der Embse & Hasson, 2012).…”

Section: Prevalencementioning

confidence: 99%

Test anxiety in school-age children: An examination of a national epidemic

Scott¹,

Lamb²,

Bentley³

et al. 2018

GJGC

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Test anxiety has long been an issue with students, parents and in schools on a global level. Many students are becoming overwhelmed with the increased demands placed on test preparation and test performance. Accountability measures have become a major priority, with school children enduring standardised testing annually from grades 3-8, and once more in high school. This article will explore the many facets of test anxiety, what some schools are doing to try to reduce the anxiety and interventions, so that counsellors can use in their work with students.

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Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators

Cited by 69 publications

References 30 publications

The Relationship between Learning Style, Test Anxiety and Academic Achievement

The Relationship between Learning Style, Test Anxiety and Academic Achievement

Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized control trial.

Test anxiety in school-age children: An examination of a national epidemic

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