Learning Effects While Passively Viewing the Necker Cube

Over a 2-wk. period 15 high school students passively viewed a Necker cube for 5 trials (90 sec. per trial). The number of reversals per trial indicates there were practice effects. Measures of tolerance of ambiguity (Tolerance of Ambiguity), anxiety (General Anxiety Scale and Test Anxiety Scale), and rigidity (Breskin's Rigidity) were administered. Pearson correlations indicate that tolerance of ambiguity was not associated with viewing an ambiguous figure, the Necker cube. Analysis also suggests the more rigid the person's outlook, the fewer reversals were reported, and exposure to viewing the figure lowers anxiety.

Download Full-text

FC25-06 - The impact of training cognitive-behavioral strategies on reduction of test anxiety in male high school students

European Psychiatry ◽

10.1016/s0924-9338(11)73661-6 ◽

2011 ◽

Vol 26 (S2) ◽

pp. 1958-1958

Author(s):

Z. Aalayi ◽

T. Ahmadi Gatab

Keyword(s):

High School ◽

High School Students ◽

Test Anxiety ◽

Anxiety Scale ◽

Cognitive Behavioral ◽

Second Grade ◽

Behavioral Strategies ◽

School Students ◽

Significant Difference ◽

The Impact

IntroductionThe present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among second-grade high school male math students.ObjectivesThis study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students.MethodsThe subjects were 72 second-grade high school students who had obtained high scores on the test anxiety scale(sarason,1978) participants were selected by a multi-stage cluster sampling method from three high schools at Tehran after administering the self-report test anxiety scale as pre-test, the subjects were then divided into two groups of control and experimental with 36 students in each groupdid not receive any treatment then, both groups were asked to complete the test anxiety scale as post-test.ResultsAnalysis of variance (anova) with repeated measures was performed to analyze the data. the results revealed that there was a significant difference between the two groups and this difference was two the advantage of experimental group showing a significant reduction in test anxiety.ConclusionsThe results showed that training cognitive-behavioral strategies can reduce test anxiety.

Download Full-text

Gender Difference of Chinese High School Students’ Math Anxiety: The Effects of Self-Esteem, Test Anxiety and General Anxiety

Sex Roles ◽

10.1007/s11199-018-0982-9 ◽

2018 ◽

Vol 81 (3-4) ◽

pp. 235-244 ◽

Cited By ~ 1

Author(s):

Fang Xie ◽

Ziqiang Xin ◽

Xu Chen ◽

Li Zhang

Keyword(s):

High School ◽

High School Students ◽

Gender Difference ◽

Test Anxiety ◽

Math Anxiety ◽

Self Esteem ◽

School Students ◽

General Anxiety ◽

Chinese High School Students

Download Full-text

General and Test Anxiety, Shyness, and Grade Point Average of Elementary School Children of Divorced and Nondivorced Parents

Psychological Reports ◽

10.2466/pr0.1994.74.2.512 ◽

1994 ◽

Vol 74 (2) ◽

pp. 512-514 ◽

Cited By ~ 11

Author(s):

Garrett Call ◽

Joe Beer ◽

John Beer

Keyword(s):

Test Anxiety ◽

Anxiety Scale ◽

Elementary Grades ◽

Normal Curve ◽

Grade Point ◽

General Anxiety ◽

School Year ◽

Scale Test ◽

Pearson Correlations ◽

School Records

116 boys and girls in elementary Grades 4, 5, and 6 were administered the General Anxiety Scale, Test Anxiety Scale, and the Shyness Scale. Their GPAs were obtained from school records as were Normal Curve Equivalents from the Iowa Tests of Basic Skills given the previous school year. Children of divorced parents ( n = 31) had lower GPAs than children of nondivorced parents ( n = 85). The girls had higher GPAs and general anxiety scores than the boys. The students who scored lower on test anxiety had higher Normal Curve Equivalents. Pearson correlations were significant for scores on Test Anxiety with those on general anxiety ( r = .57), GPA ( r = − .25), and Normal Curve Equivalents ( r = – .26). Normal Curve Equivalents correlated significantly with GPA ( r = .66), but shyness did not correlate significantly with any other measure.

Download Full-text

HeartMath Study Finds that 61% of High School Students Are Affected by Test Anxiety

PsycEXTRA Dataset ◽

10.1037/e538582011-001 ◽

2006 ◽

Keyword(s):

High School ◽

High School Students ◽

Test Anxiety ◽

School Students

Download Full-text

The Mediating Effect of Socially Prescribed Perfectionism on the Relation between Parental Pressure for Academic Achievement and Test Anxiety among High School Students

Asian Journal of Education ◽

10.15753/aje.2016.06.17.2.103 ◽

2016 ◽

Vol 17 (2) ◽

pp. 103-126 ◽

Cited By ~ 1

Author(s):

You-mee Lee ◽

Ju Ri Joeng

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Test Anxiety ◽

Mediating Effect ◽

School Students ◽

Parental Pressure ◽

Socially Prescribed Perfectionism

Download Full-text

Faculty Opinions recommendation of Effectiveness of mindfulness-based stress reduction on emotion regulation and test anxiety in female high school students.

Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature ◽

10.3410/f.732105758.793544324 ◽

2018 ◽

Author(s):

José Menchon

Keyword(s):

High School ◽

Emotion Regulation ◽

High School Students ◽

Test Anxiety ◽

Stress Reduction ◽

School Students ◽

Female High School ◽

Mindfulness Based Stress Reduction

Download Full-text

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

Journal of Teaching and Learning ◽

10.22329/jtl.v14i2.6202 ◽

2020 ◽

Vol 14 (2) ◽

pp. 33-49

Author(s):

Natalie Spadafora ◽

Emily L. Murphy ◽

Danielle S. Molnar ◽

Dawn Zinga

Keyword(s):

High School ◽

High School Students ◽

Test Anxiety ◽

First Generation ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Report ◽

First Generation Students ◽

School Students ◽

Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147; Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

Download Full-text