Alternative explanations for the Confucian Asian high performance and high self doubt paradox: Commentary on “Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” by Lazar Stankov

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.

Download Full-text

Test Anxiety and Academic Achievement among South African University Students

Psychological Reports ◽

10.2466/pr0.1994.75.3f.1593 ◽

1994 ◽

Vol 75 (3_suppl) ◽

pp. 1593-1594 ◽

Cited By ~ 2

Author(s):

Tuntufye S. Mwamwenda

Keyword(s):

Academic Achievement ◽

Developing Countries ◽

University Students ◽

South African ◽

Test Anxiety ◽

Educational Psychology ◽

Achievement Test ◽

Mean Difference ◽

Academic Tasks

Although studies in Western and a few developing countries have indicated students with low scores on test anxiety tend to perform better on academic tasks than those who score higher on test anxiety, at this South African university no statistically significant mean difference on a test in educational psychology was noted for 121 students who scored high on the Anxiety Achievement Test and those 117 who scored low.

Download Full-text

Effectiveness of a Rational Behavioral Emotive Program in Reducing Test Anxiety among University Students with High Academic Achievement

Journal of Educational and Social Research ◽

10.36941/jesr-2020-0057 ◽

2020 ◽

Vol 10 (3) ◽

pp. 168

Author(s):

Najla Y. AlAmry

Keyword(s):

Academic Achievement ◽

University Students ◽

Test Anxiety ◽

Experimental Approach ◽

Anxiety Scale ◽

Control Group ◽

Post Test ◽

Quasi Experimental ◽

High Academic Achievement ◽

Experimental Group

The present study aims to identify the effectiveness of a rational behavioral emotive program in reducing test anxiety among university students with high academic achievement in Riyadh. The author adopted the quasi-experimental approach. The sample comprised (26) students with high academic achievement who were encountering test anxiety at Princess Nourah bint Abdulrahman University (PNU) in Riyadh. The participants were divided into two groups: An experimental group of (13) students and a control group of (13) students. The author also used the test anxiety scale (Spielberger, 1972) and designed the rational behavioral emotive program using new electronic applications. The results showed statistically significant differences between the average scores of the experimental group students in the pre and posttests in favor of the post-test. There were statistically significant differences between the average scores of the two groups in the post-test of the scale in favor of the experimental group. Furthermore, there were no statistically significant differences between the average scores of the experimental group in the post and successive tests of the scale.

Download Full-text

Mentoring Style, Self-Description, and Academic Achievement in English Class

Acuity : Journal of English Language Pedagogy, Literature and Culture ◽

10.35974/acuity.v5i1.2219 ◽

2020 ◽

Vol 5 (1) ◽

pp. 1-11

Author(s):

Ate Gueen Simanungkalit ◽

Joppi Jacobus Rondonuwu

Keyword(s):

Academic Achievement ◽

High Performance ◽

Private University ◽

Interactive Effects ◽

Spiritual Values ◽

Demographic Profiles ◽

English Class ◽

High Achieving Students ◽

High Academic Achievement ◽

Relationship Of

The intention of the study was to examine student mentoring, self-description, and academic achievement in a selected private university in Jakarta, Indonesia. There were 150 respondents in the study. The 2 instruments used for collecting data were adopted from Cohen (1995) for identifying the mentoring style of the mentors of the students, and from Marsh (1999) for identifying self-description of the students. The analysis of data employed descriptive statistics (independent t-test) as well as Chisquare, One-way ANOVA, and Two-way ANOVA. The research inquiries focused on the following issues: (1) identifying the mentoring style, self-description, and academic achievement of the students; (2) the relationship of mentoring style, self-description, academic achievement, and demographic profiles; and (3) the interactive effects—individual and joint—of mentoring style, self-description, and student academic achievement. The findings of the study showed that 2 mentoring styles were predominant among their mentors: relationship emphasis and mentor model; students perceived themselves with a self-description focused on spiritual values; and students had high academic performance. Both male and female students perceived similar mentoring styles among their mentors, while, 1st year and 2nd year students perceived mentoring style to be different among their mentors. In self-description, differences were found between genders while there was no difference found between 1st and 2nd year students. There was no difference found between gender and year of study in the academic achievement, the students showed high performance. Mentoring style and self-description did not have a significant individual or joint difference on academic achievement. Since the students, as a whole had high academic achievement, this study seemed to suggest that the different mentoring style did not have a difference on their academic achievement. However, that did not mean that mentoring did not work. On the contrary, it seemed that mentoring, regardless of style—based on the high academic achievement scores—did work. However, there was also the possibility that high achieving students might not need mentoring for improving their academic achievement.

Download Full-text