scholarly journals Gender Differences in Test Anxiety and Their Impact on Higher Education Students’ Academic Achievement

2016 ◽  
Vol 228 ◽  
pp. 154-160 ◽  
Author(s):  
María Isabel Núñez-Peña ◽  
Macarena Suárez-Pellicioni ◽  
Roser Bono
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Gender Differences ◽  
Test Anxiety ◽  
Education Students

Cross-National Comparisons between Canadian and US Higher Education Students on a New, Brief, Multidimensional Measure of Test Anxiety

2021 ◽  
pp. 073428292110169
Author(s):  
Patricia A. Lowe
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Test Anxiety ◽  
Short Form ◽  
Education Students ◽  
Score Interpretation ◽  
Canadian Higher Education ◽  
External Relations ◽  
And Gender ◽  
Cross National

Cross-cultural equivalence, country and gender differences, and external relations with other measures were examined on a new, brief measure of test anxiety, the Test Anxiety Measure for College Students-Short Form (TAMC-SF), in a sample of Canadian and US higher education students. The sample of 1204 students completed the TAMC-SF and other measures online. The results of tests of invariance found support for partial scalar invariance across country and gender on the TAMC-SF. In addition, results of a multivariate analysis of variance (MANOVA) and analysis of variances (ANOVAs) found country and gender differences on the TAMC-SF scales. Furthermore, validity evidence for the TAMC-SF scores with the scores of external measures was found. Overall, the findings support the use of the same test score interpretation for Canadian and US higher education students on the TAMC-SF and the use of the TAMC-SF in Canadian higher education students.

scholarly journals Level of Language Anxiety in Classroom among Students in a Higher Education Institute in Malaysia

2021 ◽  
Vol 2 (1) ◽  
pp. 45-55
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Fatimatul Amirah Najla binti Mohd Zawawi ◽  
Ali Hadi Al-Aidaros
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Quantitative Method ◽  
English Language ◽  
Communication Apprehension ◽  
Moderate Level ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Education Students ◽  
High Level

The study aims to identify Higher Education students' level of language anxiety in the classroom. Moreover, the study also investigated the Higher Education Institute students' level of anxiety in each of the components in English language. 236 students from a Higher Education Institute participated in this study. The quantitative method has been used in this study and a set of questionnaire was adapted from FLCAS that was developed by Horwitz et al. (1986). For the finding, the study found that Higher Education Institute students have moderate level of language anxiety. Therefore, the study also revealed that the Higher Education Institute students have a moderate level of language anxiety in the test anxiety component and fear of negative evaluation component. On the other hand, Higher Education Institute students' have a high level of language anxiety in the communication apprehension component. The current study could help future educators to acknowledge more on language anxiety and help educators to find a good solution for these students.

scholarly journals TEST ANXIETY AS A PREDICTOR OF ACADEMIC DISHONESTY AMONG UNDERGRADUATES IN TERTIARY INSTITUTIONS IN KOGI STATE

2021 ◽  
Vol 9 (10) ◽  
pp. 1080-1087
Author(s):  
Abuh Leonard ◽  
◽  
David Okpanachi ◽  
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Academic Dishonesty ◽  
Self Report ◽  
Cognitive Test ◽  
Simple Linear Regression ◽  
Education Students ◽  
Subjective Test ◽  
Tertiary Institutions ◽  
Cognitive Test Anxiety

Academic dishonesty is a critical educational concern across all educational levels in the world. The trend is pervasive among higher education students and undermines human and national developments. This study examined academic dishonesty among students in tertiary institutions in Kogi State, Nigeria, based on their subjective test anxiety. One hundred and thirty-seven undergraduates participated in the study. The students were approached between July and September 2021, and they completed self-report measures of the Cognitive Test Anxiety Scale and the Academic Dishonesty Scale. The data were analyzed using a simple linear regression model. The finding revealed that test anxiety accounted for 56.2% of the variation in academic dishonesty. Our result supports literature indicating a link between test anxiety and academic dishonesty among higher education students. We recommend that a simulation exercise is vital in preparing students for assessments.

scholarly journals Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 33
Author(s):  
Patricia A. Lowe
Keyword(s):  
Higher Education ◽  
College Students ◽  
Test Anxiety ◽  
Factor Structure ◽  
Validity Evidence ◽  
Factor Analyses ◽  
Education Students ◽  
Invariance Testing ◽  
Males And Females ◽  
Anxiety Questionnaire

Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.

scholarly journals Chronic sleep reduction is associated with academic achievement and study concentration in higher education students

2017 ◽  
Vol 27 (2) ◽  
pp. 165-174 ◽  
Author(s):  
Kristiaan B. van der Heijden ◽  
Marije C. M. Vermeulen ◽  
Claire E. H. M. Donjacour ◽  
Marijke C. M. Gordijn ◽  
Hans L. Hamburger ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Education Students ◽  
Chronic Sleep

scholarly journals The relationship between the nomophobic levels of higher education students in Ghana and academic achievement

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252880
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Akosua Tachie-Menson
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
University Students ◽  
Statistical Significance ◽  
Cross Sectional Study ◽  
Education Students ◽  
Cross Sectional ◽  
The Relationship ◽  
One Way Anova

There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw data were estimated using descriptive statistics, and one-way ANOVA and Independent T-test. While the findings showed diverse grades of nomophobia, statistical significance between academic achievement and the level of nomophobia was observed. This study concludes that there is a high nomophobia prevalence among university students in Ghana as the use of smartphones increases. However, follow-up studies should be conducted in Ghanaian universities to monitor nomophobia and its associates in order to reduce the adverse effects of habitual use of smartphones.

scholarly journals Cross-National Comparison between U.K. and U.S. Higher Education Students in Test Anxiety

2019 ◽  
Vol 9 (3) ◽  
pp. 88 ◽  
Author(s):  
Patricia A. Lowe
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Mental Health Professionals ◽  
The United States ◽  
Education Students ◽  
The United Kingdom ◽  
National Comparison ◽  
And Gender ◽  
Cross National

A cross-national comparison was conducted between U.K. and U.S. higher education students on the Test Anxiety Measure for College Students (TAM-C). The TAM-C was administer to 1,776 U.K. and U.S. higher education students online. The results of tests of measurement invariance found the TAM-C invariant across country and gender. In addition, results of a MANOVA and follow-up ANOVAs indicated U.K. higher education students were more test anxious than U.S. higher education students and females were more test anxious than males. Implications of the findings for mental health professionals who work with higher education students in the United Kingdom and the United States are discussed.

scholarly journals Use of fun book in science education; sample application

2020 ◽  
Vol 12 (Fall) ◽  
pp. 57-82
Author(s):  
SALİH GÜLEN ◽  
TUĞBA YADİGAR
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Science Education ◽  
Process Evaluation ◽  
Education Students ◽  
Hand Pain ◽  
Sample Application ◽  
The Subject

This study is to determine the effect of fun book used in a science course to enhance academic achievement and retention and to investigate student's views on the use of the fun book. Another aim of the study is to set an example for process evaluation in using fun lessons for higher education students. Participants used the fun book for reasons such as learning and not forgetting the subjects, repeating the subject in a fun way, and taking notes from the teacher. The positive aspects of using the fun book was that it enabled students to learn subjects while having fun, prevented them from forgetting material, and it made it easier for teachers to take notes by preparing for the exam. The negative aspects of using the fun book were that students said that they considered it to be exhausting and that the intensive writing caused hand pain. 

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