The relationship between test anxiety and emotion regulation: the mediating effect of psychological resilience

Li, Hui; Pan, Haiyan; Yang, Runhuang; Wang, Xingjie; Rao, Jiawei; Zhang, Xingshan; Pan, Congcong

doi:10.1186/s12991-021-00360-4

Cited by 44 publications

(32 citation statements)

References 36 publications

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“…In this study, the mean resilience score (obtained via the CD-RISC-25) for the respondents was 68.01. This was higher than that of Irish university students (n = 83) at Trinity College Dublin measured during a four-month long randomised control trial in 2019 [21] and three other studies involving Chinese medical students [22][23][24] with sample sizes of 2069, 1722 and 1266. It was lower than that reported for senior-level baccalaureate nursing students (n = 27) in North Carolina [25].…”

Section: Discussionmentioning

confidence: 68%

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building

et al. 2022

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Background: This work aimed to investigate final year pharmacy students’ resilience (as determined by the CD-RISC-25 tool), whether students considered certain aspects of the course to be resilience-building, and the role of the university in developing this attribute. Methods: Following ethical approval and an invitation to participate, data were collected from consenting students at Queen’s University Belfast via a pre-piloted paper-based questionnaire. Descriptive statistics were performed. To ascertain significant differences (p < 0.05) by gender, the Welch Two Sample t-test was used for the CD-RISC-25 mean scores and the Mann-Whitney U Test and Chi-squared test for Section B data. Results: The response rate was 80.61% (79/98). The mean CD-RISC-25 score for males was higher (not significantly) than the female mean score (70.39 versus 67.18, p = 0.2355, possible score range 0–100). While 93.67% (74/79) considered the School has a responsibility to develop resilience, <20.00% availed of the free resilience building events. Activities deemed to help build resilience included being able to make mistakes in a safe environment and needing to achieve a high grade to pass assessments. Conclusions: Resilience levels among future pharmacists at Queen’s University Belfast should be improved going forward. A strategy, developed in light of conducting this research (from one institution), will now be implemented to enhance the curriculum with regard to resilience building opportunities.

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Section: Discussionmentioning

confidence: 68%

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building

et al. 2022

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“…Especificamente, a ansiedade em contextos acadêmicos avaliativos configura-se como um fenômeno situacional, podendo ser concebida na literatura pode diferentes termos, como ansiedade do teste, de avaliação ou da prova (Cassady & Johnson, 2002;Medeiros et al, 2020). Para termos didáticos, na presente pesquisa será adotado o termo "ansiedade da prova", que se manifesta através de respostas psicológicas e comportamentais quando o indivíduo se preocupa com uma possível falha na prova ou situação avaliativa similar, que ocorre em qualquer fase de uma avaliação (Liu et al, 2021).…”

Section: Introductionunclassified

“…Como previamente comentado, a ansiedade cognitiva de provas, está associada à fatores relacionados aos aspectos cognitivos, como a preocupação ou ausência de confiança e fatores relacionados ao sistema autônomo expressas emocionalmente (Medeiros et al, 2020). Além disso, a ansiedade gerada durante o processo avaliativo pode influenciar aspectos sociais, levando a buscar estratégias de enfrentamento como o uso de substâncias (e.g., álcool, tabaco, canábis, estimulantes), possuindo mediadores sociais como idade, gênero e contextos situacionais, como o acadêmico Esse fenômeno é mais comum no ambiente acadêmico (Liu et al, 2021), influenciando o desempenho dos alunos, seja em avaliações que envolvam algum risco, em sala de aula ou ambientes laboratoriais (Thomas et al, 2017). Em suma, pessoas ansiosas sob situações de estresse, tendem a ter o desempenho cognitivo afetado (Thomas & Cassady, 2019).…”

Section: Introductionunclassified

Ansiedade cognitiva de provas em universitários do Brasil: O papel das variáveis sociodemográficas e traços de personalidade

Silva

Araújo²,

Araújo³

et al. 2022

Rev Port Inv Comp Soc

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Objetivo: A presente pesquisa objetivou verificar o poder preditivo dos traços de personalidade, controlando o efeito das variáveis sociodemográficas (gênero e período que está cursando), na explicação da ansiedade cognitiva em avaliações. Métodos: Duzentos estudantes universitários de instituições públicas da cidade de Parnaíba, Piauí, (Midade = 23,97), em maioria mulheres (75%) e cursando Psicologia (52,5%) foram avaliados através da Escala de Ansiedade Cognitiva em provas, o Inventário dos Cinco Grandes Fatores da Personalidade e questões sociodemográficas. Resultados: As análises de correlação de Pearson e de regressão linear múltipla hierárquica mostraram que os traços de personalidade conscienciosidade (β = -0,15; p < 0,01), neuroticismo (β = 0,35; p < 0,01) e o gênero do participante (β = -0,19; p < 0,05) contribuem de maneira significativa para a explicação da ansiedade cognitiva de provas acadêmicas, com o modelo explicando cerca de 20% da sua variância. Os resultados sugeriram ainda que a conscienciosidade pode funcionar como um fator de proteção e o neuroticismo um agente de vulnerabilidade de sintomas ansiosos em contextos avaliativos, principalmente em mulheres, não havendo diferença quanto ao período cursado. Conclusões: Os achados enfatizam a importância de serem realizadas propostas psicoeducativas interventivas, particularmente em mulheres com acentuado nível de neuroticismo.

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“…Anxiety about an exam is manifested through a series of negative emotional reactions that constitute a serious problem, due to the great impact it has on performance, as well as the high percentage of students who suffer from it. It is very important to detect school failure due to this circumstance, and not to problems related to learning [ 4 , 9 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

Psychometric Analysis and Contribution to the Evaluation of the Exams-Related Emotions Scale in Primary and Secondary School Students

Obregón-Cuesta

Mínguez-Mínguez

Barco

et al. 2022

IJERPH

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The objective of this research was to perform a construct validity, and a psychometric analysis of the Exams-related Emotions Scale (EES), analyze the differences in their scores regarding gender and academic year in primary and secondary education student, as well as study the relationship between emotions and academic performance. During the construction and analysis of the psychometric characteristics of the scale, an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) were performed. To test EES scores based on gender and school year, the T-Student test for independent samples and ANOVA were used, respectively. To verify the relationship between the scores of the different types of emotions and academic performance, the Pearson correlation test was performed. A total of 562 students belonging to the 5th (n = 228) and 6th (n = 186) primary school year and the 1st (n = 134) and 2nd (n = 94) secondary school year participated in the research. Age between 10 and 15 years old (mean = 11.66, standard deviation = 1.206) both males (50.5%) and females (49.5%). The results offered support for the three-factor structure. The analysis of invariance with respect to gender showed that the factor structure was invariant. Boys scored higher on the positive emotions factor and lower scores on anxiety than girls. Regarding school year, negative emotions and anxiety related to exams increase in the secondary courses compared to Primary while for positive emotions it is primary school students who obtain higher scores. The correlation coefficient between negative emotions (as well as anxiety) and school performance is negative whereas the correlation coefficient between positive emotions and academic performance is positive. EES scale is an instrument with scientific rigor and with adequate reliability and validity to be able to know the emotions that primary and secondary school students suffer when they are subjected to evaluation processes in the academic context.

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The relationship between test anxiety and emotion regulation: the mediating effect of psychological resilience

Cited by 44 publications

References 36 publications

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building

Ansiedade cognitiva de provas em universitários do Brasil: O papel das variáveis sociodemográficas e traços de personalidade

Psychometric Analysis and Contribution to the Evaluation of the Exams-Related Emotions Scale in Primary and Secondary School Students

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