scholarly journals Grade Level Differences in the Cognitive, Behavioral, and Physiological Components of Test Anxiety

2019 ◽  
Vol 8 (1) ◽  
pp. 27 ◽  
Author(s):  
Utkun Aydın
Keyword(s):  
Public Schools ◽  
Test Anxiety ◽  
Grade Level ◽  
Cognitive Behavioral ◽  
School Students ◽  
Fourth Grade Students ◽  
Elementary Grade ◽  
Grade Level Differences ◽  
High Concentrations ◽  
Task Behaviors

The capacity to cope with test anxiety that contain high concentrations of cognitive, behavioral, and physiological manifestations, is becoming increasingly important in educational contexts as well as evaluative settings. The developing ability to deal with test anxiety relative to the increasingly strict evaluative practices students encounter points that students’ test anxiety may decline as they move through school years. This study examined three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) with students from 3 public schools in İstanbul, Turkey. Using a diverse sample of elementary (Grade 4; N = 414) and middle (Grade 6; N = 201) school students, grade level differences in these components were investigated. Applying a multivariate approach, significant differences were found in the overall test anxiety, favoring fourth grade students. The results also revealed Grade 4 advantage for off-task behaviors and autonomic reactions, = .014 and = .011, but no grade level differences in the thoughts. Educational implications of the findings are discussed.

scholarly journals A Comparison of the Academic Achievement of Home School and Public School Students

2017 ◽  
Vol 7 (3) ◽  
pp. 01 ◽  
Author(s):  
Lyn Boulter
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Grade Level ◽  
School Effectiveness ◽  
Written Language ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
Significant Difference

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups.  Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities).  The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

scholarly journals IDENTIFICATION OF THE INTEREST OF TURKISH MIDDLE-SCHOOL STUDENTS IN STEM CAREERS: GENDER AND GRADE LEVEL DIFFERENCES

2019 ◽  
Vol 18 (1) ◽  
pp. 90-104 ◽  
Author(s):  
Ayşegül Ergün
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Male Students ◽  
Stem Careers ◽  
Career Interest ◽  
School Students ◽  
Grade Level Differences ◽  
And Mathematics ◽  
Descriptive Survey

In Turkey, it is predicted that the need for STEM employment in the 2016-2023 period will be close to one million and that about 31% of this need will not be met. Therefore, the identification of students’ interest in STEM careers in middle-school is regarded as important. The aim of this research was to identify the interest of middle-school students in STEM careers. The sample of the research was made up of 892 students who received education in four middle-schools in the Aegean region of Turkey. In this research which was of the descriptive survey model, the STEM Career Interest Questionnaire was used to collect data. As a result of research, it was determined that the interest of male students in STEM careers is more positive compared to the female students. It was found that the interest in careers in terms of grade level did not display any differences in the area of technology, whereas it displayed differences in the areas of science, engineering and mathematics. In addition, it was identified that the interest in STEM careers displayed differences in terms of grade level and that as the grade level increases, the interest in STEM careers decreases.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

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

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.

scholarly journals Development of English Spelling Acquisition Stages of Saudi Intermediate School Students

2020 ◽  
Author(s):  
Mohammad Hussein Hamdan ◽  
Muteb Ahmad S. Al-Zahrani
Keyword(s):  
Public Schools ◽  
Grade Level ◽  
Spelling Error ◽  
Intermediate School ◽  
School Students ◽  
Spelling Acquisition ◽  
9Th Grade ◽  
Word Level ◽  
Spelling Ability ◽  
Word Spelling

Spelling words accurately is not an easy process. Instead, it is a complex developmental skill. Due to this fact, several studies have recently investigated learners’ spelling ability and how this skill develops in different stages. The main purpose of this study is to examine the developmental nature of Saudi intermediate school students' acquisition of spelling knowledge as measured by the Schlagal's Qualitative Spelling Inventory (designed to assess spelling error patterns). Further, it aims at determining whether Saudi intermediate school students' spelling performance improves as their grade level increases or decreases based on word-level complexity or difficulty. In fact, this study is significant since it reflects the progress of Saudi intermediate school students not only in spelling, but in other literacy areas such as reading, and listening. A strong parallel has been found between spelling, reading and listening. The sample of the study was 300 participants, all of whom were 7th and 9th male graders who study at intermediate public schools in Riyadh, Saudi Arabia. Spelling features and word spelling scoring scales were used to score the given data. The findings showed that the 7th-grade students were listed at the phonetic stage, while the 9th-grade students were listed at the patterns within words stage and syllable juncture stage. Besides, the findings revealed that students' spelling performances improved as their grade level increased. Moreover, students' spelling performances were decreased with the increase of word-level difficulty or complexity.

scholarly journals EFFECTS OF ANXIETY IN LEARNING SECOND LANGUAGE: A STUDY ON THE PUBLIC SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Shazia Inayat Ali, Saba Shakeel, Farheen Shakir
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Language Learning ◽  
Test Anxiety ◽  
Classroom Environment ◽  
English Language ◽  
Secondary Level ◽  
School Students ◽  
Significant Difference ◽  
Teaching Learning

The main purpose of the study is to investigate the causes of anxiety which effect among the students of English language at secondary level. The data has been collected from the 100 students of secondary level of public schools using a survey questionnaire comprised of 24 items. There are 18 towns in Karachi for this study; as a sample frame New town was selected. The total of particepants100 as the samples size was selected through purposive sampling group of 50 female and 50 male students from public schools. All dimensions are reliable, it is confirmed by reliability analysis. The adopted questioner grouping has been confirmed by the outcomes of the factor analysis. One sample test also shows the significant difference. At last, the regression analysis indicates a significant relationship between student language learning anxiety, classroom environment, the teacher’s role and test anxiety. The research suggests a strong intervention by the second language teachers to provide a conducive environment to the students. The teacher must try their level best to create an effective teaching learning process and the teacher training institutions should teach the strategies to reduce the test anxiety among the students.

Comparing Anxiety Forms in Elementary and High School Students During Examination Stress and Normal School Periods

2021 ◽  
Author(s):  
Audrey-Ann Journault ◽  
Sandrine Charbonneau ◽  
Claudia Sauvageau ◽  
Charlotte Longpré ◽  
Charles-Édouard Giguère ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Test Anxiety ◽  
Anxiety Sensitivity ◽  
Age Groups ◽  
Childhood And Adolescence ◽  
School Students ◽  
Normal School ◽  
Wide Range

Background and Objective: State anxiety, trait anxiety, anxiety sensitivity and test anxiety are four related but distinct normative anxiety forms that may co-occur amongst youth. The main objective of this study was to assess whether these anxiety forms vary as a function of age and/or presence of stressful school periods. Design and Methods: In total, 1404 Canadian students in Grades 5,6 and 10,11 (58% girls) from 13 private and public schools were assessed on these four anxiety forms using validated questionnaires at two time points: during a stressful examination period and a normal school curriculum period. Results: High school students scored higher on state, trait and test anxiety compared to elementary school students, while the two age groups did not differ on anxiety sensitivity scores. Anxiety scores did not vary as a function of examination periods. Conclusions: Regardless of their age, students appear prone to experience anxiety in a wide range of situations that go beyond examination periods. Students experience anxiety sensitivity early on and levels remain similar during childhood and adolescence, whereas other anxiety forms become more pronounced during high school. These results contribute to a better understanding of normative anxiety in youth. Recommendations for preventive interventions are discussed.

Drug Use in a Small Midwestern Community and Relationships to Selected Characteristics

1993 ◽  
Vol 23 (3) ◽  
pp. 247-258 ◽  
Author(s):  
Barbara S. Thomas
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Grade Point Average ◽  
Grade Level ◽  
School Students ◽  
Grade Point ◽  
Drug Of Choice ◽  
Significant Relationships ◽  
Grade Level Differences ◽  
And Gender

A description of 1074 high school students' alcohol and other drug (AOD) use along with the consequences of such use was supplemented with comparisons of grade level and gender differences and analyses of the relationships between AOD use and incidence of adverse consequences with grade point average, attendance at religious services, frequency of dating, frequency of driving a car and frequency of having trouble at school. Alcohol was clearly the drug of choice and produced a variety of adverse consequences. Most frequently reported were arguments, trouble with parents and at school and nausea or vomiting. Grade level differences were found, but few significant gender differences emerged. Significant relationships between AOD use and consequences with all other independent variables were found.

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