scholarly journals The Text Anxiety in Relation to Academic Achievement of Kasturiba Gandhi Balika Vidyalaya (KGBV) Students – A Study

2019 ◽  
Vol 7 (4) ◽  
pp. 52-55
Author(s):  
T Aruna Kumari ◽  
S Vijayavardhini
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Andhra Pradesh ◽  
Somatic Symptoms ◽  
Present Problem ◽  
Fear Of Failure ◽  
Anticipatory Anxiety ◽  
Physiological Level ◽  
Text Anxiety ◽  
Typical Experience

Test anxiety is a typical experience in classrooms, changing the performance of students from school for college, as a whole being adults who must take job-related exams. Test anxiety can also move termed as anticipatory anxiety, examination anxiety that occurs in a situation like facing the exam. Indeed, there is a stirred upstate in physiological level causing over-arousal, tension and somatic symptoms and psychological level causing poor attention, deterioration in perception and thought fluency this can lead to worry, dread, fear of failure, and catastrophic experiences before or during test situations among the students. In this context, the research attempted to study the present problem, i.e., Text Anxiety about Academic Achievement of Kasturba Gandhi Balika Vidyalaya(KGBV) students. For the study, the researcher identified 100 students studying (8th and 9th standard) in KGBV schools of Kuppam and Gudipalle Mondal of Chittor district of Andhra Pradesh.

scholarly journals SOCIAL INTELLIGENCE IN RELATION TO TEST ANXIETY AMONG HIGHER SECONDARY LEVEL STUDENTS

2017 ◽  
Vol 5 (5(SE)) ◽  
pp. 33-36
Author(s):  
Divya ◽  
Pankajam R
Keyword(s):  
Test Anxiety ◽  
Tamil Nadu ◽  
Social Intelligence ◽  
Somatic Symptoms ◽  
Sampling Technique ◽  
Secondary Level ◽  
Simple Random Sampling ◽  
Fear Of Failure ◽  
Survey Method ◽  
The Social

Social Intelligence (SI) is the ability to get along well with others, and to get them to cooperate with others. A continued pattern of toxic behavior indicates a low level of social intelligence - the inability to connect with people and influence them effectively. Test anxiety is a combination of physiological over-arousal, tension and somatic symptoms, along with worry, dread and fear of failure that occurs before or during test situations.  The study aimed to examine the social intelligence in relation to test anxiety among higher secondary level students. The investigator adopted survey method to study the social intelligence in relation to test anxiety among higher secondary level students. For this study a sample of 300 higher secondary level students from six Govt and Private schools which are situated in and around Tirupur district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that there is a significant relationship between social intelligence and test anxiety among higher secondary level students.

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

Effects of Three Different One-Hour Single-Session Treatments for Test Anxiety

1984 ◽  
Vol 54 (1) ◽  
pp. 115-120 ◽  
Author(s):  
Mitchell S. Ricketts ◽  
R. Edward Galloway
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Relaxation Training ◽  
Training Group ◽  
Single Session ◽  
Change Scores ◽  
Treatment Groups ◽  
Randomized Design

The effects of three different 1-hr. treatments for test anxiety were investigated using 155 undergraduate volunteers. The subjects were assigned by a block-randomized design to three treatment groups and a placebo procedure. The data showed that subjects in the relaxation-training group reported greater reductions of anxiety than those in the placebo procedure. No significant differences for academic achievement change scores were found among the groups. As with most lengthier treatments, a single 1-hr. session may reduce self-reported test anxiety but not improve academic achievement.

scholarly journals Mediating Test Anxiety through the Testing Effect in Asynchronous, Objective, Online Assessments at the University Level

2017 ◽  
Vol 4 (2) ◽  
pp. 107 ◽  
Author(s):  
Daniel Sullivan
Keyword(s):  
Graduate Students ◽  
Test Anxiety ◽  
Testing Effect ◽  
Learning Experience ◽  
Effective Learning ◽  
Online Evaluation ◽  
Online Assessments ◽  
Text Anxiety ◽  
University Level ◽  
The University

Do asynchronous online evaluations, designed and delivered to engage the testing effect, moderate test anxiety? To answer this question, we surveyed 353 undergraduate and graduate students, drawn from 12 courses, hybrid and online, asking whether the option to take and retake a quiz lessened their text anxiety. Students, no matter the course or level, indicate yes, with more than 90% of the sample agreeing that the option to retake a quiz reduced test anxiety. We also consider this result with regards to the issues of metacognitive accuracy, student engagement, and learning effectiveness. Nearly 95% saw the “anytime, anyplace” test-retest option increasing understanding, improving class engagement, and supporting a more effective learning experience. Our findings profile a promising path to reset traditional as well as refine online evaluation pedagogies.

Brief Research Report - Text Anxiety in Adolescents

1995 ◽  
Vol 12 (1) ◽  
pp. 30-32
Author(s):  
Neville J. King ◽  
Leesa Tinney ◽  
Angelique Mietz
Keyword(s):  
Anxiety Disorders ◽  
Test Anxiety ◽  
Clinical Interview ◽  
Research Report ◽  
Interview Schedule ◽  
Large Sample ◽  
School Settings ◽  
Text Anxiety ◽  
Report Text ◽  
High Test

ABSTRACTA large sample of adolescents were screened for test anxiety using the Test Anxiety Scale for Children (TASC). Subjects with low and high scores on the TASC were then compared in a structured clinical interview (Interview Schedule for Children, ISC). The high test anxious adolescents showed a significantly greater preponderance of disorders, particularly anxiety disorders. We argue that these findings have implications for counsellors and psychologists working in school settings.

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