Test Anxiety and Student Resilience in the Context of School Assessment

Abstract

Countless studies have shown that there is a connection between anxiety felt during exams and school performance. We as individuals are exposed to failure in the moment of an exam and for those who are not familiar with the context, the opportunity to fail is more probable to happen. The goals of this study are: to identify the relation between exam anxiety and scholar resilience based on gender of the subject and the class he is a part of. The sample of the study was formed of 96 students from IV grade. There are 57 boys and 38 girls with ages between 9 and 11. The students are from primary school number 8 and primary school number 4 from Suceava, Romania. With the mention that for all the students, we have the parents acceptance that stands for their children's to be a part of the research with the mention of their children's information to remain confidential. Research tools used for the study are: the scale to test exams anxiety- scale made by Douglas & Benson and the questionnaire of resilience-(Oshio et al., 2003/2015). The research showed that there is a connection between exams anxiety and resilience based on gender of subject and that the level of resilience is different for all of the 4 classes that took part in the study, the biggest value belonging to the first class. The future directions for the study could be about the influence of the teachers on the level of anxiety during exams and their influence on developing resilience in students.

The impact of the Systematic Assessment for Resilience (SAR) framework on students’ resilience, anxiety, depression, burnout, and academic-related stress: a quasi-experimental study

“…Regarding those studies’ attempts to explain the relationship between assessment and resilience, Berg and Pietrasz [ 60 ] used experiential classroom exercises (competitive activities) to help students develop resilience. Similarly, Clipa et al [ 16 ] found that students’ resilience increases when they practice formative assessment, which reduces test anxiety. Although both studies have the same findings, the intervention proposed in the current study was developed based on a solid evidence-based framework [ 31 ].…”

“…Consequently, it has become vital to seek comprehensive approaches that incorporate both individual and systemic (organizational) factors [ 4 , 5 ]. With the expansion of resilience research, medical educators are increasingly interested in identifying interventions that foster resilience among medical students [ 3 , 16 , 17 ].…”

Evaluation Anxiety in Educational Activities

“…In situations where pressure is active and good performance matters, people can become so anxious that they are not actually able to give their best. When children have the skills and knowledge to do very well in these situations, their excessive anxiety affects their school performance (Clipa et al, 2021). A little nervousness can be helpful, making you feel mentally alert and ready to take on the exam's challenges.…”

Influences of Self-Efficacy, Beliefs and Emotional States in Assessment in Preschool Education

“…There is also the formative assessment that is continuous and used to obtain information and improve children's performance and training. Formative assessment methods used in kindergarten include observation, portfolios, self-reflection and peer reflection, questions and answers, discussions, and testing sheets (Clipa et al, 2021;Hartman et al, 2016).…”