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.

Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation

2017 ◽  
Vol 20 ◽  
Author(s):  
Anthony Gbenro Balogun ◽  
Shyngle Kolawole Balogun ◽  
Chidi Victor Onyencho
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Achievement Motivation ◽  
Negative Impact ◽  
Positive Impact ◽  
Educational Interventions ◽  
University Management ◽  
The Relationship ◽  
Moderating Role

AbstractThis study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = –.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students’ achievement motivation.

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.

Personality, Learning Strategies, and School Performance in Adolescents

2021 ◽  
Vol 12 (2) ◽  
pp. 141-159
Author(s):  
Irina Ermolaev
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Learning Strategies ◽  
School Performance ◽  
Academic Motivation ◽  
Learning Opportunities ◽  
Personality Factors ◽  
Negatively Associated ◽  
The Relationship ◽  
Practical Implications

The aim of this study is to analyze the relationships between personality factors, learning strategies and school performance in adolescents. The study was attended by 499 students enrolled in seven high schools in Constanța County, 240 boys (48%) and 259 girls (52%), aged between 14 and 18 years, M = 16.80, SD = .82. The instruments used were the Questionnaire for Learning Strategies and School Motivation Assessment, SMALSI (Stroud & Reynolds, 2006) and the CP5F Questionnaire (Albu, 2008) based on the Five-Factor Personality Inventory, FFPI (Hendriks, 1997). School performance was represented by the general grade obtained by the students in the previous year of study. The results showed that, among the personality factors, only agreableness and autonomy are positively associated with school performance. However, personality factors are positively associated with learning strategies, which mediate the relationship between them and school performance. Students' weaknesses (low academic motivation, test anxiety, attention difficulties) are negatively associated with academic performance and mediate its relationship with personality factors. The practical implications of the study address the need to provide students with appropriate learning opportunities and especially to teach them how to learn, in order to adopt the most appropriate strategies that will lead them to success.

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.

Retrospective analysis of the resilience of Russian regions as socio-economic systems

2019 ◽  
pp. 46-64 ◽  
Author(s):  
Vladimir V. Klimanov ◽  
Sofiya М. Kazakova ◽  
Anna A. Mikhaylova
Keyword(s):  
Panel Data ◽  
Economic Systems ◽  
Financial Indicators ◽  
Russian Regions ◽  
Integral Index ◽  
Negative Effects ◽  
Economic Resilience ◽  
Correlation Dependence ◽  
The Impact ◽  
The Relationship

The article examines the impact of various socio-economic and financial indicators on the resilience of Russian regions. For each region, the integral index of resilience is calculated, and its correlation dependence with the selected indicators is revealed. The study confirms the relationship between fiscal resilience and socio-economic resilience of the regions. The analysis of panel data for 75 regions from 2007 to 2016 shows that there are significant differences in the dynamics of indicators in different periods. In particular, the degree of exposure to the negative effects of the crises of 2008—2009 and 2014—2015 in non-resilient regions is higher than in resilient ones.

How Achievement Motivation Influences the Attitude of Schoolchildren and Students Towards Independent Sports Activities

2019 ◽  
Vol 6 (1) ◽  
pp. 38-46
Author(s):  
A.S. Grachev
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Russian Federation ◽  
Male Students ◽  
Way Of Life ◽  
Education Material ◽  
State Technological ◽  
Technological University ◽  
The Relationship ◽  
Sports Activities

Summary Purpose: to determine the relationship between achievement motivation and the attitudes of schoolchildren of 11-17 years old and students of 18-21 years old to independent sports and passing control standards in the discipline \”Physical Education\”. Material: 1576 schoolchildren (boys n = 780 and girls n = 796) of comprehensive schools of Belgorod, Stary Oskol, Stroitel and Shebekino (Belgorod region, Russian Federation) and 246 students (men n = 127) were surveyed. and women n = 119) Belgorod State Technological University named after V.G. Shukhov (Belgorod, Russian Federation). The questionnaire consisted of three blocks of questions: the 1st block of questions - questions aimed at determining the age, sex, place of study of the respondent; 2nd block of questions - 8 questions, allowing to assess the attitude of the respondent to independent sports activities and the desire to take control standards of the discipline Y’Physical Education\”; 3rd block of questions is a test of 20 questions, developed by A.A. Rean, to assess the motivation to achieve success and avoid failures. Results: the motivation for avoiding failures was diagnosed in 5% male students and 10% female students. A direct correlation between achievement motivation and the attitude of schoolchildren and students towards independent sports activities and passing control standards has been revealed. Conclusions: there are no differences in the correlation between the relationship between achievement motivation and attitudes toward independent sports by gender. Schoolchildren and students with motivation to achieve regular self-exercise. Schoolchildren and students with a pronounced motivation for avoiding failures prefer a passive way of life. They do not want to pass standards on the discipline \”Physical Education\” and do not go in for sports on their own.

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