Test data for the state-trait anxiety inventory for British further Education, certificate of education and B.Ed. students

Students' anxiety in learning through distance education

“…The si tuation is slightly different with regard to their opinions concerning factors which affect their learning by the distance mode. The opinions of the students bore significant relationship with their age, marital status and course of study but not with their gender thereby confirming in part the findings of Simon and Thomas (1983) and the views expressed by Knights and McDonald (1989) as earlier discussed. Therefore, in addition to age which James (1984) found to be an important variable in studies of distance learning students, marital status and course of study are also important factors which, according to the opinions of the students, affect learning at a distance.…”

“…With regard to the moderator variables, which relate to anxiety and opinions of students about learning through the distance mode, the results of this study, contrary to those of others (Simon and Thomas, 1983), indicated that gender, age, marital status and the course of study did not matter. The students were anxious irrespective or in spite of these characteristics.…”

“…A possible interpretation of this trend could be that while the students found ways to cope with the factors associated with Content, Environment, Finance and Readiness, the factors of Time, Employment, Family Support and others might have constituted more problems than they had thought or expected. It does seem from the results of this study that these factors are as pervasive in distance learning mode as they have been found with adult learners in the conventional face-to-face mode in higher education (Knights and McDonald, 1989;Simon and Thomas, 1983;Kosbad, 1989).…”

“…While the studies by Kosbad (1989) and Usera (1985) are inconclusive about the effect of the variable, age, on mature-age students' studies, Simon and Thomas (1983) concluded from their studies that the course pursued is associated with anxiety level. It would be illuminating to address the effect of moderator variables like age, gender, marital status, and course of study on learning through the distance education mode.…”

Gender and the 2003 Quality Reform in higher education in Norway

“…They have the tendency to procrastinate their work more than females, and this may be the explanation for a higher rate of dropouts and failure among males (Masson et al 2003). Further, anxiety about test failure has been shown to be higher in females than in males (Simon and Thomas 1983), and to prevent own feared-for situations becoming reality (Giota 2002), females may study harder to prevent test failures. High Educ (2009) 58:585-597 593 The changes in examination format from one big final examination to several examinations throughout the term have effects on course achievements and evaluation.…”