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1.
Janice E. Williams 《Psychology in the schools》1996,33(2):159-162
Test anxiety among academically talented high school students (N = 103) was explored in this study. Two components of test anxiety were assessed: a cognitive component (worry) and a physiological component (emotionality). The results indicated that these students suffered from test anxiety, and that higher anxiety was related to lower science performance. Overall, females reported more test anxiety than did males. Whereas females experienced higher worry than emotionality, males reported little difference between the two anxiety components. Implications for college-bound students are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
2.
The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. 相似文献
3.
The procedures used to produce a research-based teaching evaluation system, containing low-inference indicators of effective and ineffective teacher behavior, included instrument development, content validation, and field testing. An extensive reliability study produced estimates for three types of consistency: intercoder agreement (r = 0.85), stability across teaching situations r = 0.86, and discriminant reliability among teachers (r = 0.79). The norming component of the study conducted in 45 schools, generated over 1200 observations of current teacher practice at all grade levels and in various subject areas. The results indicated the substantially generic nature of these behaviors; only grade level and instructional method (interactive, lecture, and independent seatwork) produced meaningful differences among groups of teachers. In addition, the average teacher used most of the effective behaviors (70%), and a few of the ineffective behaviors (8%) during observation. These results support the instrument's value in teacher training, remediation, and evaluation. 相似文献
4.
The aim of the present study was to examine the interplay between test anxiety (i.e. worry and emotionality) and learned helplessness in a sample of adolescents (N = 845, aged 13–17 years) in secondary schools in Germany. In accordance with the buffering hypothesis, it was hypothesised that the detrimental association between both components of text anxiety and helplessness in school would be buffered by students’ perception of their teachers as positive motivators (TPM). TPM refers to student motivation within the academic context, which results from their perception of teacher support. Interesting differences between the two components of test anxiety were identified: emotionality was positively associated with helplessness in school, whereas worry was negatively associated. Using latent moderated structural equations (LMS), the findings revealed that TPM functions as a moderator in the interplay between emotionality and learned helplessness. Despite these results, TPM did not operate as a buffer between emotionality and learned helplessness since helplessness in school was the highest when students perceived some degree of TPM. These findings make a case for implementing specific psychological interventions within the school context in order to prevent helplessness in school. 相似文献
5.
This study examined teacher and mother judgement accuracy of children’s worries and emotionality in the school subjects of German and mathematics. The participants were 59 German language and 58 mathematics teachers, 572 mothers and their children at the end of Grade 6. The analyses for the total sample revealed weak-to-moderate correlations between adult’s and children’s perception of test anxiety. Moreover, we found that teachers overestimated children’s emotionality as well as children’s worry, whereas mothers underestimated children’s worry and overestimated children’s emotionality in both subjects. However, when looking at the highly test-anxious children, we found quite low correlations and an underestimation of children’s worry and emotionality in both school subjects. Thus, it seems important to provide teachers and parents with information about test anxiety and possibly training to improve their judgement accuracy because of moderating effects of test anxiety on achievement. 相似文献
6.
Mark A. Runco 《Psychology in the schools》1986,23(3):308-315
Explicit instructions to “be creative” often are used to estimate the role of task-perception in divergent thinking test performance; however, previous research on this topic has employed only nongifted individuals. The present investigation compared gifted (n = 97), talented (n = 53), and nongifted (n = 90) intermediate school children in terms of divergent thinking fluency, flexibility, and originality scores elicted by standard and explicit instructions. Results indicated that the scores of all groups were significantly different in the two instructional conditions. More importantly, there was a significant interaction between this instructional effect and children's level of ability. The explicit instructions enhanced the originality scores of the talented and nongifted children more than those of the gifted children; and the same instructions inhibited the fluency and flexibility scores of the gifted children more than those of the talented and nongifted children. These results have important implications for testing creativity and for our understanding of giftedness. 相似文献
7.
《Contemporary educational psychology》2002,27(2):270-295
A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced and examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive test anxiety were associated with significantly lower test scores on each of the three course examinations. High levels of cognitive test anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive test anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of test anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of test anxiety and support the conclusion that cognitive test anxiety exerts a significant stable and negative impact on academic performance measures. 相似文献
8.
Two hypothesized models that represent relationships among test anxiety, perceived test difficulty, and test performance observed immediately before and after a final examination were tested. The structural equation modeling was used to examine the hypothesized relationships by imposing the structure of direct and indirect effects on the current data collected from 208 undergraduate students. Students' perception of test difficulty had a significant effect on the arousal of both worry and emotionality. Temporal changes were observed in the degrees of these relationships; while test difficulty perceived before and during the exam both had effects on test anxiety perceived at each corresponding time, students' perception of test difficulty during the exam had a greater direct effect on the arousal of test anxiety than did test difficulty perceived before the exam. Worry, but not emotionality, had a strong inverse relationship with performance. That perceived test difficulty did not have a direct effect on test performance, but had an indirect effect mediated by worry, indicates that test performance was not directly influenced by how they perceive the test difficulty, but worry aroused by the difficulty perception influenced their performance. Importance of understanding students' perceived test difficulty was discussed for its effect on arousing worry anxiety. 相似文献
9.
Test performance and reported anxiety levels of high and low test-anxious subjects taking either a regular exam or an exam containing brief, written relaxation instructions were compared. A consistent main effect for test anxiety was found; high test-anxious subjects performed more poorly and reported greater worry and emotionality than did low test-anxious subjects. Effects for the relaxation manipulation were found only on the second of three exams where the high anxious subjects receiving the relaxation exam format reported less worry than the high anxiety-regular exam group. Results provide greater external validity for the Test Anxiety Scale (TAS). 相似文献
10.
T.F. McLaughlin 《Contemporary educational psychology》1984,9(2):185-192
The purpose of the present experiment was to compare the effects of providing backup reinforcers for accurate self-recording on both attending and academic output. Twelve behaviorally disordered special education students were randomly placed in one of three groups: self-recording (N = 4); self-recording + backups (N = 4), and a control group (N = 4). The outcomes revealed significantly different performance for on-task behavior and assignment completion. On-task and academic responding was significantly higher for both the self-recording and self-recording + backups groups when compared to a control group. Additional comparisons indicated that the performance of the two groups who self-monitored were not statistically different for either measure. Maintenance of treatment effects was higher for two groups (self-recording and self-recording + backups) than for the control group. These differential outcomes were discussed in terms of (a) accuracy of self-recording, (b) nature of the dependent variables employed, (c) ceiling effects, and (d) possible vicarious effects. The advantages of using self-recording with and without consequences were noted. 相似文献
11.
Jerrell C. Cassady 《Learning and Instruction》2004,14(6):569-592
This study tested the hypothesized negative impact of cognitive test anxiety in the test preparation, performance, and reflection phases. Data available from the participants (n = 124) included test anxiety, study skills, perceived threat of tests, and performance attributions. Preparation phase data revealed, compared to their counterparts, that students with high-cognitive test anxiety reported lower study skills (d = 0.83), rated tests as more threatening (d = 1.18), and prepared less effective test notes. Performance phase effects revealed that the high-anxiety group performed worse on tests (d = 0.96) and reported higher levels of emotionality (d = 1.42). Test reflection phase reports demonstrated a relationship between cognitive test anxiety and helplessness attributions. The results are interpreted through a process model, proposing that cognitive test anxiety is associated with detrimental perceptions and behaviors in all phases of the learning–testing cycle. 相似文献
12.
Elizabeth S. Ghatala Joel R. Levin Judy A. Davis Diane L. Truman 《Contemporary educational psychology》1981,6(1):46-58
The present study helps to clarify and extend earlier findings concerning multiple-choice assessment of students' learning from sentences. Interference arising from intersentence similarity was found here to be a function of both the kind of learning strategies students were instructed to employ and the kind of strategies they reported having employed spontaneously. Two major new conclusions follow from the present data: (a) Instructors and test constructors need worry only about certain types of potentially interfering information that is embedded in a set of learning materials: (b) Even when the conditions are right for substantial interference to occur, such interference can be eliminated if students are induced to employ beneficial sentence-processing strategies. 相似文献
13.
How do we support students through their difficult transition to secondary school? Perceived value for and perceived ability to be successful during secondary school are a crucial part of any answer to this question. These perceptions and their interaction with classroom instruction are at the heart of many issues students face in this challenging new learning environment. Seeking to address these issues head-on, the current study modelled the shared role of motivation (intrinsic/extrinsic) and self-efficacy beliefs within mathematics, native and foreign language achievement across first-year secondary school studies at six schools in Japan. Modelling included pre-post subject achievement and students' instructional experiences. Longitudinal latent structural equation modelling was undertaken for each of the subjects to examine the interplay between students' motivational and instructional experiences across one academic year. Findings support the shared role of intrinsic motivation and self-efficacy within achievement (βs = 0.1–0.24), and reciprocal relationships between perceptions of instruction and students’ motivations/beliefs (βs = 0.15–0.21). Results also suggest different patterns of motivation-belief and motivation/belief-instruction interconnections across the three subjects of study researched. The pervasive role of instructional experiences for students' motivation-beliefs (from teaching to self-efficacy and intrinsic motivation, βs = 0.14–0.21) highlight the powerful role of teachers in these critical environments. Implications for theory and practice arising from the results and the integrative model utilised are discussed. 相似文献
14.
Annett Schmeck Richard E. Mayer Maria Opfermann Vanessa Pfeiffer Detlev Leutner 《Contemporary educational psychology》2014
Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy. 相似文献
15.
Control-value theory (CVT) proposes a framework for the structure of the relationships between the various predictors of achievement-related emotions, particularly anxiety. Despite existing evidence for the role of anxiety predictors, research has not yet justified their proposed structure. Hence, the current study validated the structure of test anxiety (TA) predictors as proposed by CVT. A sample of German adolescent students (N = 845) completed questionnaires that measured their school-related self-efficacy, test-related cognitions (expected grades and their perceived relevance) and the two major facets of TA: worry and emotionality. Multi-group structural equation modelling was used to test for gender differences in the interplay of the variables. Findings supported the assumptions of CVT for girls and boys, in that the proposed structure of relationships among the various predictors of TA was largely equivalent for both genders. However, emotionality was not related to subjective relevance for boys. Implications for further research on predictors of anxiety and its application to the school context are discussed. 相似文献
16.
Improving Biology Performance with Workshop Groups 总被引：1，自引：1，他引：1
Born Wendi K. Revelle William Pinto Lawrence H. 《Journal of Science Education and Technology》2002,11(4):347-365
This 2-year quasi-experiment evaluated the effect of peer-led workshop groups on performance of minority and majority undergraduate biology students. The workshop intervention used was modeled after a program pioneered by Treisman (1992). Majority volunteers randomly assigned to workshops (n = 61) performed significantly better than those assigned to the control group (n = 60, p < 0.05) without spending more time studying. Workshop minority students (n = 25) showed a pattern of increasing exam performance in comparison to historic control minority students (n = 21), who showed a decreasing pattern (p < 0.05). Volunteers (n = 121) initially reported that biology was more interesting and more important to their futures than to nonvolunteers' (n = 435, p < 0.05). Volunteers also reported higher levels of anxiety related to class performance (p < 0.05). The relationship of anxiety to performance was moderated by volunteer status. Performance of volunteers was negatively associated with self-reported anxiety (r = –0.41, p < 0.01). Performance of nonvolunteers was unrelated to self-reported anxiety (r = –0.02). Results suggest elevated anxiety related to class performance may increase willingness to participate in activities such as workshop interventions. In addition, students who volunteer for interventions such as workshops may be at increased risk of performance decrements associated with anxiety. Even so, workshop programs appear to be an effective way to promote excellence among both majority and minority students who volunteer to participate, despite the increased risk of underperformance associated with higher levels of anxiety. 相似文献
17.
This longitudinal study examined the influence of prekindergarten teacher characteristics and classroom instructional processes during mathematical activities on the growth of mathematics learning scores in prekindergarten, kindergarten, and first grade. Participants attended state-funded and Head Start prekindergarten programs. Mathematical performance was measured in fall and spring in prekindergarten and spring in kindergarten and first grade using the Test of Early Mathematics Ability–3 (TEMA-3; Ginsburg & Baroody, 2003). Two dimensions of the Classroom Assessment Scoring System (CLASS; i.e., instructional learning formats and concept development; Pianta, La Paro, & Hamre, 2008) were scored based on observed classroom mathematics activities. Teachers provided information about their education and years of prekindergarten teaching experience. Research Findings: Instructional processes that included elements of the CLASS concept development dimension, such as discussions and brainstorming to encourage children’s understanding, were related to growth of mathematics scores. Neither teacher characteristics nor instructional processes of the CLASS instructional learning formats dimension, such as using different modalities and materials, and learning objectives, were related to growth of mathematics scores. Practice or Policy: The findings extend our understandings of how instructional processes impact children’s early mathematical performance. These findings may be helpful in increasing our understanding of the types of instructional processes that might be emphasized in teacher professional development specifically related mathematical activities. Professional development that focuses on the CLASS concept development dimension may be easier for teachers to remember and implement in their classrooms and, consequently, have a greater impact on mathematics learning. 相似文献
18.
According to the self-referent executive processing (S-REF) model, test anxiety develops from interactions between three systems: executive self-regulation processes, self-beliefs, and maladaptive situational interactions. Studies have tended to examine one system at a time, often in conjunction with how test anxiety relates to achievement outcomes. The aim of this study was to enable a more thorough test of the S-REF model by examining one key construct from each of these systems simultaneously. These were control (a self-belief construct), emotional regulation through suppression and reappraisal (an executive process), and self-handicapping (a maladaptive situational interaction). Relations were examined from control, emotional regulation, and self-handicapping to cognitive test anxiety (worry), and subsequent examination performance on a high-stakes test. Data were collected from 273 participants in their final year of secondary education. A structural equation model showed that higher control was indirectly related to better examination performance through lower worry, higher reappraisal was indirectly related to worse examination performance through higher worry, and higher self-handicapping was related to worse examination performance through lower control and higher worry. These findings suggest that increasing control and reducing self-handicapping would be key foci for test anxiety interventions to incorporate.
相似文献19.
20.
Athanasios Christopoulos Nikolaos Pellas Justyna Kurczaba Robert Macredie 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):307-325
Practitioner notes
What is already known about this topic- Several studies have applied various Augmented Reality (AR) applications across different learning disciplines.
- The effects of AR on students' perceptions and achievements in higher education contexts is well-documented.
- Despite the increasing use of AR-instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction.
- This quasi-experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes).
- This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR-supported ME courses.
- The experimental group reported greater training satisfaction than their counterparts.
- Students who followed the AR-supported instruction achieved better academic performance that those in the control group.
- AR-supported interventions encourage active learning and lead to significant performance improvement.
- The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre-test performance scores.