The Relationship between Test Anxiety and Perceived Teaching Style. Implications and Consequences on Performance Self-evaluation

Crişan, Claudia; Albulescu, Ion; Copaci, Iulia A.

doi:10.1016/j.sbspro.2014.07.683

Cited by 5 publications

(5 citation statements)

References 20 publications

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“…In agreement with the results provided by specialized studies that emphasized strong negative correlations of assessment anxiety to a wide array of objectifying means for academic performance, including the results of standardized tests and university admission exams [20][21][22][23][24], our study indicated the same negative correlation for young students. Hence, the first hypothesis (H1) is supported; the results indicate the existence of a negative correlation between the level of assessment anxiety and the level of academic performance both for Romanian Language and Literature and for Mathematics, which leads to a necessity in educational practice for teachers to employ non-invasive assessment strategies that are accepted by students and are able to strengthen their emotional security feelings and ensure high self-esteem, elements that can facilitate academic performance according to students' skills.…”

Section: Discussionsupporting

confidence: 91%

“…In other words, the statement that "a high level of test anxiety can lead to a decrease in motivation aimed at school or academic success, as well as in the performance that pupils or students actually achieve" [22] (p. 16) is fully validated and consistently indicates the existence of a significant negative correlation between test anxiety and academic performance [23,24].…”

Section: Introductionmentioning

confidence: 99%

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The Mediating Role of Anxiety between Parenting Styles and Academic Performance among Primary School Students in the Context of Sustainable Education

et al. 2023

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The importance of parenting styles for the necessary fulfilment of the developmental needs of children and eventually improving their quality of life is frequently treated in the literature. Despite there being many studies that examined the relationship of parenting styles and academic performance, there is a lack of measurement of the relationship in the Romanian sample. This study analyzed the relationship between parenting styles and academic performance, along with cognitive test anxiety as a mediating variable. In order to identify how assessment anxiety influences the relationship between parenting styles and academic performance, we conducted a study on a sample of 231 students from rural and urban backgrounds. A questionnaire-based survey (to measure anxiety and parenting style) and assessment tests were used. The undertaken study highlighted the existence of a negative correlation between the level of assessment anxiety and the level of academic performance of students. At the same time, we found that poor supervision on behalf of parents negatively correlates with students’ performances in Romanian Language and Literature and in Mathematics. On the other hand, the results of the mediation analysis show that assessment anxiety partially mediates only the negative relationship between poor supervision and school performance.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Anxiety between Parenting Styles and Academic Performance among Primary School Students in the Context of Sustainable Education

et al. 2023

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“…With respect to the valuation function, in line with the results reported by Crisan et al (2014), for the current study participants, teaching style did not play a significant role in their test anxiety judgments. This finding may be attributed to the generality with which the teaching style is described in the experimental scenarios.…”

Section: Discussionsupporting

confidence: 90%

“…The teachers' negative attitudes toward students can also play an essential role in the degree of test anxiety they experience (Putwain & Symes, 2011). However, Crisan et al (2014) found that the general teaching style, as perceived by the students, had no bearing on their test anxiety levels.…”

Section: Literature Reviewmentioning

confidence: 94%

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

et al. 2021

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<p style="text-align: justify;">This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, and test mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a time and were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, and only the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.</p>

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“…Regarding the teaching style, research by Newstead (1998) shows differences in the levels of test anxiety in children when they are taught in a traditional way compared to a teacher who uses an alternative teaching method. Consequently, the traditional teaching style will cause a high level of test anxiety while an alternative teaching style leads to a low level of test anxiety (Crisan et al, 2014).…”

Section: International Journal Of Research Studies In Education 51mentioning

confidence: 99%

Experience of test anxiety among university students

Popovska Nalevska,

Popovski,

Popovska Dimova

2024

IJRSE

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The work of assessing students' learning is complex. In order to assess their work objectively, teachers and instructors use various test techniques, methods and instruments. Though the causes of test anxiety are many and varied, understanding them could greatly help bring the rather perturbing test anxiety situation among students under control. The general aim of this study is to identify the degree of test anxiety among students from higher education institutions in the Republic of Macedonia. The research was carried out using adapted questionnaire for university students. Questionnaires contained a combination of closed-type questions and a scale for measuring exam anxiety among students. According to the results of research, test anxiety gives rise to physical and psychological problems as well. It affects motivation, concentration and achievement negatively, increases errors during the exam, creates problems recalling the material previously learned and prevents efficient study. Creating a low-stress environment allows students to concentrate on the test rather than being distracted by test anxiety. It is especially important to talk about this topic because test anxiety has many negative consequences on the physical and mental health of students and their academic achievement.

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The Relationship between Test Anxiety and Perceived Teaching Style. Implications and Consequences on Performance Self-evaluation

Cited by 5 publications

References 20 publications

The Mediating Role of Anxiety between Parenting Styles and Academic Performance among Primary School Students in the Context of Sustainable Education

The Mediating Role of Anxiety between Parenting Styles and Academic Performance among Primary School Students in the Context of Sustainable Education

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

Experience of test anxiety among university students

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