scholarly journals GAMBARAN KECEMASAN EVALUATIF PADA MAHASISWA

2020 ◽  
Vol 4 (2) ◽  
pp. 289
Author(s):  
Chaterine Angellim ◽  
Monty P. Satiadarma ◽  
Untung Subroto
Keyword(s):  
College Students ◽  
Cognitive Impairment ◽  
Test Anxiety ◽  
School Performance ◽  
Mental Distress ◽  
Physiological Responses ◽  
Poor School Performance ◽  
Anxiety Levels ◽  
Negative Impacts ◽  
High Test

Test anxiety is a set of cognitive, behavioral, and physiological responses which are followed by concerns about the possible negative outcomes of failure on the test or similar evaluative conditions. Excessive degree of test anxiety can result in negative impacts including poor school performance, poor examination performance, mental distress, cognitive impairment, and poor health. This study was aimed to find out test anxiety level experience by college students. This study uses quantitative approach with 207 students from one of private univerity in Jakarta. Data was collected using the Test Anxiety Inventory. The results showed that from 207 participants, there were 119 (57%) students with low test anxiety levels, 85 (41%) students with moderate test anxiety levels, 3 (1%) students with high test anxiety levels.Test anxiety atau kecemasan evaluatif adalah kumpulan dari respon perilaku, kognitif, dan fisiologis yang disertai dengan kehawatiran akan kemungkinan konsekuensi negatif dari kegagalan pada tes atau situasi evaluatisf yang serupa. Kecemasan evaluatif yang tinggi dapat berdampak negatif bagi penyandangnya seperti misalnya prestasi sekolah yang rendah, performa tes yang buruk, gangguan kognitif, kesehatan yang buruk dan tekanan psikologis. Tujuan penelitian ini adalah untuk mengetahui gambaran kecemasan evaluatif pada mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif pada 207 mahasiswa universitas swasta X di Jakarta. Pengukuran kecemasan evaluatif menggunakan Test Anxiety Inventory. Hasil penelitian menunjukkan bahwa dari 207 partisipan, terdapat 119 (57%)  mahasiswa dengan tingkat kecemasan evaluatif rendah, 85 (41%) mahasiswa dengan tingkat kecemasan evaluatif sedang, 3 (1%) mahasiswa dengan tingkat kecemasan evaluatif tinggi

Test Anxiety Levels of Short and Long Sleeping College Students

1979 ◽  
Vol 44 (3) ◽  
pp. 712-714 ◽  
Author(s):  
Robert A. Hicks ◽  
Robert J. Pellegrini ◽  
James Hawkins
Keyword(s):  
College Students ◽  
Test Anxiety ◽  
Anxiety Level ◽  
Anxiety Levels

To clarify the interpretation of a difference in anxiety level that Hicks and Pellegrini (1977) had reported as being incongruent with Hartmann's (1973) description of the personalities of short and long sleepers, groups of 20 short- and long-sleeping college students were tested using a battery of anxiety tests which featured two test anxiety scales. Congruent with Hartmann's hypothesis that short sleepers value work as a defense, our short sleepers showed significantly higher levels of test anxiety on both scales. These data were considered against Hicks and Pellegrini's earlier results with the conclusion that those data actually support Hartmann's conclusions.

Test anxiety, evaluative stress, and susceptibility to distraction from threat

2001 ◽  
Vol 15 (2) ◽  
pp. 123-141 ◽  
Author(s):  
Edmund Keogh ◽  
Christopher C. French
Keyword(s):  
Test Anxiety ◽  
Educational Practice ◽  
Focused Attention ◽  
Attentional Resources ◽  
Specific Trait ◽  
Selective Search ◽  
Task Irrelevant ◽  
High Test ◽  
Specific Susceptibility

Examinations are perhaps one of the main methods of assessment in education. Unfortunately, there are some individuals who are so fearful of such events that performance is impaired. Test anxiety is believed to be the trait that predisposes individuals to react negatively to examinations and tests. One way in which it is believed that test anxiety affects performance is by increasing susceptibility to distraction from task‐irrelevant material. However, few studies have directly investigated this impairment. An experiment was therefore conducted to investigate susceptibility to distraction in high and low test‐anxious students. The task used was based on one developed by Mathews, May, Mogg and Eysenck (1990), which distinguishes between focused attention and selective search. In order to determine whether a specific susceptibility to distraction exists, the distractors were varied in terms of valence and relevance to examinations. Since test anxiety is a situation‐specific trait, an evaluation‐related stressor was used to trigger test‐anxious reactions. A specific susceptibility to distraction from threat was found amongst high test‐anxious participants who received the evaluation‐related stressor. However, this effect was only found when participants were using focused attention. This suggests that the disturbed performance often found to be associated with test anxiety might be due to an inability to ignore threatening material when attempting to focus attentional resources. These results are discussed in light of current theories of test anxiety and implications for educational practice. Copyright © 2001 John Wiley & Sons, Ltd.

The Relationship Between Leisure Management and Exam Anxiety Levels of University Students

2021 ◽  
Vol 15 (10) ◽  
pp. 2915-2921
Author(s):  
Fatih Yaşartürk ◽  
Buğra Akay ◽  
Betül Ayhan
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Goal Setting ◽  
Significant Relationship ◽  
Family Income ◽  
Pearson Correlation ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
The Relationship

Aim: The aim of the study is to examine the relationship between leisure management and test anxiety levels of university students and their differentiation status in terms of some demographic variables. Methods: The relational survey model was used in the study, and there were 284 (147 male and 137 female) university students selected from the universe by convenient sampling method. Personal information form prepared by the researchers, “Leisure Management Scale (LMS)” and “Test Anxiety Inventory (TAI)” were used as data collection tools. In the analysis of the data, descriptive statistics, t-Test and Pearson Correlation analyzes were used by using SPSS 26.0 program. Results: There was no significant difference in the sub-dimensions of the leisure management scale and the total score averages according to the gender variable, while a significant difference was found in the TAI "delusional", "affective" sub-dimensions and total score averages. According to the family income variable of university students, a low-level and negative significant relationship was found in the "leisure attitude" sub-dimension of LMS, and in the total TAI and "delusional sub-dimension". A significant relationship was found between the age variable and the "goal setting and method" sub-dimension of LMS. A low and negative significant relationship was found between leisure and "goal setting and method", "leisure attitude" and total LMS score averages. In addition, while there was no significant relationship between LMS and TAI, it was found that there was a low and negative significant relationship between the "leisure attitude" sub-dimension and the test anxiety inventory and its sub-dimensions. Conclusion: It can be said that as the level of attitude towards leisure activities of university students’ increases, the feeling of exam anxiety may decrease, and the increase in free time will adversely affect the level of leisure management and attitude. Keywords: University students, Leisure management, Exam anxiety level. *It was presented as an oral presentation at the 5th Academic Sports Research Congress

scholarly journals Regulasi diri sebagai mediator interaksi mindfulness dan prokrastinasi akademik

2021 ◽  
Vol 10 (1) ◽  
pp. 48-62
Author(s):  
Shofa Dzakiah ◽  
Pratiwi Widyasari
Keyword(s):  
College Students ◽  
Short Form ◽  
Self Regulation ◽  
Sampling Technique ◽  
Academic Procrastination ◽  
Dispositional Mindfulness ◽  
Mediation Analyses ◽  
Convenience Sampling ◽  
Negative Impacts

AbstractAcademic procrastination in college students is a common phenomenon, although procrastination’s negative impacts were well known. This study aimed to examine the role of self-regulation in mediating the correlation between mindfulness and academic procrastination. Data were collected by distributing online questionnaires to college students from various universities in Indonesia (n = 305). The sampling technique used was convenience sampling. Instruments used in the research were the Mindfulness Attention and Awareness Scale, the Short form of Self-regulation Questionnaire, and the Academic Procrastination Scale. The regression and mediation analyses were held. Results showed that self-regulation partially mediated the correlation between mindfulness and academic procrastination. Increasing in dispositional mindfulness helps college students regulate themselves, thereby reducing the tendency to procrastinate. The implications and limitations of the study and suggestions for further research are discussed.Keywords: academic procrastination; college students; mindfulness; self-regulation.AbstrakProkrastinasi akademik pada mahasiswa merupakan fenomena yang umum terjadi, meskipun dampak negatif prokrastinasi telah banyak diketahui. Penelitian ini bertujuan menguji peran regulasi diri dalam memediasi hubungan antara mindfulness dan prokrastinasi akademik. Pengambilan data dilakukan melalui penyebaran kuesioner secara daring kepada mahasiswa di berbagai perguruan tinggi di Indonesia (n=305). Teknik sampling yang digunakan adalah convenience sampling. Penelitian ini menggunakan alat ukur Mindfulness Attention and Awareness Scale, Short Self-Regulation Questionnaire, dan Academic Procrastination Scale. Hasil uji regresi dan uji mediasi menunjukkan regulasi diri memediasi korelasi antara mindfulness dan prokrastinasi akademik secara parsial. Peningkatan kondisi kesadaran pada mindfulness membantu mahasiswa meregulasi dirinya, sehingga mengurangi kecenderungan untuk melakukan prokrastinasi akademik. Implikasi dan keterbatasan penelitian serta saran untuk penelitian selanjutnya didiskusikan.Kata kunci: mahasiswa; mindfulness; prokrastinasi akademik; regulasi diri.

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