Resilience and Self-Compassion Related with Achievement Emotions, Test Anxiety, Intolerance of Uncertainty, and Academic Achievement

2019 ◽  
Vol 64 (1) ◽  
pp. 92-102
Author(s):  
Wing Ki Tang
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Intolerance Of Uncertainty ◽  
Achievement Emotions ◽  
Self Compassion

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

Effects of Three Different One-Hour Single-Session Treatments for Test Anxiety

1984 ◽  
Vol 54 (1) ◽  
pp. 115-120 ◽  
Author(s):  
Mitchell S. Ricketts ◽  
R. Edward Galloway
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Relaxation Training ◽  
Training Group ◽  
Single Session ◽  
Change Scores ◽  
Treatment Groups ◽  
Randomized Design

The effects of three different 1-hr. treatments for test anxiety were investigated using 155 undergraduate volunteers. The subjects were assigned by a block-randomized design to three treatment groups and a placebo procedure. The data showed that subjects in the relaxation-training group reported greater reductions of anxiety than those in the placebo procedure. No significant differences for academic achievement change scores were found among the groups. As with most lengthier treatments, a single 1-hr. session may reduce self-reported test anxiety but not improve academic achievement.

Test Anxiety, Academic Achievement, and the Open Admissions Student

1974 ◽  
Vol 92 (2) ◽  
pp. 321-322
Author(s):  
Arline L. Bronzaft ◽  
Gilda F. Epstein
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Open Admissions

Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis

1989 ◽  
Vol 60 (1) ◽  
pp. 138 ◽  
Author(s):  
Frank D. Fincham ◽  
Audrey Hokoda ◽  
Reliford Sanders
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Longitudinal Analysis ◽  
Learned Helplessness

The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students

2015 ◽  
Vol 33 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Arash Rahafar ◽  
Mahdis Maghsudloo ◽  
Sajedeh Farhangnia ◽  
Christian Vollmer ◽  
Christoph Randler
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Test Anxiety ◽  
School Students
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