School Motivation, Cognitive Strategies And Test Anxiety In The School Performance

2017 ◽  
Author(s):  
Elena Bujorean
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
Cognitive Strategies

Sex Differences in the Relationship between Test Anxiety and School Performance

1972 ◽  
Vol 30 (3) ◽  
pp. 907-914 ◽  
Author(s):  
Torgrim Gjesme
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
Achievement Motivation ◽  
Probability Of Failure ◽  
Traditional Classroom ◽  
High Ability ◽  
Negative Effects ◽  
School Work ◽  
Relative Ability ◽  
The Relationship

The present study was designed to examine the relationship between test anxiety and school performance in light of the achievement motivation theory. The reasoning was based on the following assumptions: (a) subjective probability of failure (Pt) in school work is determined by the individual's knowledge of his own relative ability; (b) Pt is inversely related to the pupil's level of ability; (c) girls overestimate their Pt; (d) girls have a smaller spread in Pt than have boys. Taking these assumptions into account implied that in a traditional classroom in which ability is heterogeneous, only boys of moderate ability should have their test anxiety (Mt) strongly aroused and the resulting interference should deteriorate their performance. Neither the very bright nor the very dull boys should have their test anxiety (Mt) much aroused, and it should have no negative effects on their performance regardless of its strength. Further, girls of high ability should have their test anxiety (Mt) strongly aroused, while moderate and especially low ability girls should not have their Mt much aroused. The pattern of the results was mostly in accordance with the reasoning underlying these predictions.

scholarly journals Studying the relationship between anxiety and school achievement: evidence from PISA data

2021 ◽  
Author(s):  
Antonella D’Agostino ◽  
Francesco Schirripa Spagnolo ◽  
Nicola Salvati
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
International Student ◽  
School Achievement ◽  
Student Assessment ◽  
Emotional Reactions ◽  
Sampling Weights ◽  
International Student Assessment ◽  
Pisa Data ◽  
The Relationship

AbstractUsing the Programme for International Student Assessment (PISA) 2015 data for Italy, this paper offers a complete overview of the relationship between test anxiety and school performance by studying how anxiety affects the performance of students along the overall conditional distribution of mathematics, literature and science scores. We aim to indirectly measure whether higher goals increase test anxiety, starting from the hypothesis that high-skilled students generally set themselves high goals. We use an M-quantile regression approach that allows us to take into account the hierarchical structure and sampling weights of the PISA data. There is evidence of a negative and statistically significant relationship between test anxiety and school performance. The size of the estimated association is greater at the upper tail of the distribution of each score than at the lower tail. Therefore, our results suggest that high-performing students are more affected than low-performing students by emotional reactions to tests and school-work anxiety.

Anxiety, Cognitive Interference, and School Performance of Italian Children

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 747-754 ◽  
Author(s):  
A. L. Comunian
Keyword(s):  
Task Performance ◽  
Test Anxiety ◽  
School Performance ◽  
Cognitive Appraisal ◽  
Critical Component ◽  
Cognitive Interference ◽  
The Usa ◽  
Interference Test ◽  
Italian Children ◽  
The Relationship

The relationship between test-anxiety and school performance is thought to be mediated by stress of cognitive appraisal and interference. Worry appears to be the critical component of test-anxiety which affects task performance done in the USA. The present goal was to investigate relationships among cognitive interference, test-anxiety, and school performance of Italian children, 11 to 13 years old (150 boys, 150 girls). The results show that prior findings are applicable to the Italian youngsters, namely, that cognitive interference is positively related to test-anxiety and both are related to school performance.

scholarly journals Studying the relationship between anxiety and school achievement: evidence from PISA data

2020 ◽  
Author(s):  
Antonella D'agostino ◽  
Francesco Schirripa Spagnolo ◽  
Nicola Salvati
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
Conditional Distribution ◽  
School Achievement ◽  
Literature And Science ◽  
Multilevel Approach ◽  
Science Scores ◽  
Pisa Data ◽  
The Relationship

We analyze the PISA 2015 data for Italy using an M-quantile multilevel approach. This papers offers a complete overview of the relationship between test anxiety and school performance by studying how anxiety affects the performance of students along the overall conditional distribution of mathematics, literature and science scores.

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