Název: Test anxiety among Czech pupils in lower-secondary education
Zdrojový dokument: Studia paedagogica. 2024, roč. 29, č. 2, s. [108]-127
Rozsah
[108]-127
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2024-2-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.80626
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Test anxiety remains a compelling focus of contemporary research. This attention may be, in part, due to the continued reliance on high-stakes testing, which plays a pivotal role in students' academic trajectories. Our research had several objectives. Given the lack of research on test anxiety in the Czech Republic, our primary aim was to adapt and validate the Children's Test Anxiety Scale (CTAS) on a sample of 740 lower-secondary students (ages 13-15). The results demonstrated adequate construct validity, supporting the three-factor model of the CTAS. Moreover, we investigated the relationship between test anxiety, academic self-concept, and educational outcomes alongside other demographic variables. Our findings revealed a strong negative correlation linking students' academic self-concept and test anxiety. Although no direct correlation emerged between test anxiety and educational outcomes, a linear regression indicated a significant shift: educational outcomes (grades) became significant predictors when considered in conjunction with academic selfconcept. Additionally, our study confirmed a significant impact of gender on test anxiety levels (girls exhibited higher test anxiety than boys) and a modest but significant correlation with parental educational background.
Reference
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[42] Shoahosseini, R., & Baghaei, P. (2020). Validation of the Persian translation of the Children's Test Anxiety Scale: A multidimensional rasch model analysis. European Journal of Investigation in Health, Psychology and Education, 10(1), 59–69. https://doi.org/10.3390/ejihpe10010006
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[2] Akanbi, S. T. (2013). Comparisons of test anxiety level of senior secondary school students across gender, year of study, school type and parental educational background. IFE PsychologIA: An International Journal, 21(1). https://hdl.handle.net/10520/EJC131394
[3] Alam, M. M. (2013). A study of test anxiety, self-esteem and academic performance among adolescents. The IUP Journal of Organizational Behavior, 12(4), 33–43. Retrieved from https://www.proquest.com/scholarly-journals/study-test-anxiety-self-esteemacademic/docview/1468902503/se-2
[4] Aydın, U. (2019). Test anxiety: Gender differences in elementary school students. European Journal of Educational Research, 8(1), 21–30. https://doi.org/10.12973/eu-jer.8.1.21
[5] Benjamin, L. S., & Mohammed, K. E. A. (2023). Test anxiety and academic performance: A correlational study among nursing college students. The Journal of Palembang Nursing Studies, 2(3), 173–178. https://doi.org/10.55048/jpns80
[6] Benson, J. (1998). Developing a strong program of construct validation: A test anxiety example. Educational Measurement: Issue and Practice, 17(1), pp. 10–22. https://doi org/10.1111/j.1745-3992.1998.tb00616.x
[7] Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295. https://doi.org/10.1006/ceps.2001.1094
[8] Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268–274. https://doi.org/10.1037/0022-0663.97.2.268
[9] Chen, H. (2012). Impact of parent's socioeconomic status on perceived parental pressure and test anxiety among Chinese high school students. International Journal of Psychological Studies, 4(2). https://doi.org/10.5539/ijps.v4n2p235
[10] Clipa, O. (Ed.). (2021). Challenges in education: Policies, practice and research, Vol. 88. Peter Lang. https://doi.org/10.3726/b19119
[11] Duraku, Z. H. (2017). Factors influencing test anxiety among university students. The European Journal of Social & Behavioural Sciences, 18(1), 69–78. https://doi.org/10.15405/ejsbs.206
[12] Eum, K., & Rice, K. G. (2011). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress, & Coping, 24(2), 167–178. https://doi.org/10.1080/10615806.2010.488723
[13] Felcmanová, L., Krejčová, L., Myšková, L., Němec, Z., Winkler, P., Dvořáková, K., Houška, P., Franke, H., Korbel, M., Kubíčková, A., Šimáčková-Laurenčíková, K., Nosál, I., Salomonová, M., Smrž, J., Turková, K., Zatloukal, T., Andrys, O., Pražáková, D., Folwarczný, R., & Borkovcová, I. (2021). Přístupy k náročnému chování dětí a žáků ve školách a školských zařízeních a možnosti jeho řešení: metodické doporučení. Česká školní inspekce.
[14] Fergus, T. A., Limbers, C. A., & Bocksel, C. E. (2020). Associations between metacognitive beliefs and test anxiety among middle school students. Translational Issues in Psychological Science, 6(1), 70–80. https://doi.org/10.1037/tps0000216
[15] Folin, O., Denis, W., & Smillie, W.G. (1914). Some observations on ''emotional glycosuria'' in man. Journal of Biological Chemistry, 17(4), 519–520.
[16] Hagtvet, K. A. (1982). A construct validation study of test anxiety: A discriminant validation of fear of failure, worry and emotionality. Paper presented at International Congress of Applied Psychology (20th, Edinburgh, Scotland).
[17] Heath, E. V. (2007). Teacher perceptions of post no child left behind elementary teacher and student test anxiety [Doctoral dissertation]. Virginia Polytechnic Institute and State University.
[18] Herman, W. E. (1990). Fear of failure as a distinctive personality trait measure of test anxiety. Journal of Research & Development in Education, 23(3), 180–185.
[19] Ikeda, M., Iwanaga, M., & Seiwa, H. (1996). Test anxiety and working memory system. Perceptual and Motor Skills, 82(3), 1223–1231. https://doi.org/10.2466/pms.1996.82.3c.1223
[20] Janssen, P. (1982). Vragenlijst studiebeleving [Study experience questionnaire]. K. U. Leuven, Afdeling Psychodiagnostiek en psychologische begeleiding, Centrum voor Schoolpsychologie.
[21] Käfer, J., Kuger, S., Klieme, E., & Kunter, M. (2018). The significance of dealing with mistakes for student achievement and motivation: Results of doubly latent multilevel analyses. European Journal of Psychology of Education, 34(4), 731–753. https://doi.org/10.1007/s10212-018-0408-7
[22] Kaur, G. & Kumaran, S. (2016). Test anxiety and academic self-concept of students, International Journal of Indian Psychology, 3(4), 90-98. https://dx.doi.org/10.25215/0304.009
[23] Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432–438. https://doi.org/10.1016/j.nedt.2014.11.001
[24] King, N. J., Ollier, K., Iacuone, R., Schuster, S., Bays, K., Gullone, E., & Ollendick, T. H. (1989). Fears of children and adolescents: A cross-sectional Australian study using the revisedfear survey schedule for children. Journal of Child Psychology and Psychiatry, 30(5), 775–784. https://doi.org/10.1111/j.1469-7610.1989.tb00789.x
[25] Kubíková, K., Lukavská, K., Boháčová, A., Mainz, D., Svobodová, S. (2018). Test anxiety inventory (tai) validization and psychometric properties of czech version. In F. Uslu (Ed.), Proceedings of INTCESS 2019- 6th International Conference on Education and Social Sciences (p. 167–175).
[26] Lee, J. H. (1999). Test anxiety and working memory. The Journal of Experimental Education, 67(3), 218–240. https://doi.org/10.1080/00220979909598354
[27] Ludlow, L. H., & Guida, F. (1991). The test anxiety scale for children as a generalized measure of academic anxiety. Educational and Psychological Measurement, 51(4), 1013–1021. https://doi.org/10.1177/001316449105100421
[28] McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children, Educational Psychology, 21(1), 89 –101. https://doi.org/10.1080/01443410020019867
[29] Mulvenon, S. W., Stegman, C. E., & Ritter, G. (2005). Test anxiety: A multifaceted study on the perceptions of teachers, principals, counselors, students, and parents. International Journal of Testing, 5(1), 37–61. https://doi.org/10.1207/s15327574ijt0501_4
[30] Nwosu, K. C., Wahl, W., Ofojebe, E. N., Okafor, A. U., & Okwuduba, E. N. (2022). Associations between students' test preparation strategies and test anxiety: gender, age, and parents' level of education as control variables. Education Research International, 1–9. https://doi.org/10.1155/2022/9228910
[31] Nyroos, M., Korhonen, J., Linnanmäki, K., & Svens-Liavåg, C. (2012). A cross-national comparison of test anxiety in Swedish and Finnish grade 3 pupils: Measured by the CTAS. Education Inquiry, 3(4), 615–636. https://doi.org/10.3402/edui.v3i4.22057
[32] Opdenakker, M.-Ch., & Van Damme, J. (2000). Effects of schools, teaching staff and classes on Achievement and Well-Being in Secondary Education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11(2), 165–196. https://doi.org/10.1076/0924-3453(200006)11:2;1-q;ft165
[33] Peleg, O. (2009). Test anxiety, academic achievement, and self-esteem among Arab adolescents with and without learning disabilities. Learning Disability Quarterly, 32(1), 11–20. https://doi.org/10.2307/25474659
[34] Putwain, D. W. (2008). Deconstructing test anxiety. Emotional and Behavioural Difficulties, 13(2), 141–155. https://doi.org/10.1080/13632750802027713
[35] Putwain, D. W., & Daly, A. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554–570. https://doi.org/10.1080/03055698.2014.953914
[36] Rami U. (2009). Fehlermanagement im Baugewerbe: Fehler erkennen, kommunizieren und zukünftig verhindern [Error management in the building trade: Recognise, communicate and prevent]. Eigenverlag.
[37] Sarason, I. G. (1959). Intellectual and personality correlates of test anxiety. The Journal of Abnormal and Social Psychology, 59(2), 272–275.
[38] Sarason, S. B., Davidson, K. S., Lighthall, F. F., Waite, R., & Ruebush, B. K. (1960). Anxiety in elementary school children. Wiley.
[39] Sarason, S. B., Davidson, K., Lighthall, F., & Waite, R. (1958). A test anxiety scale for children. Child Development, 29(1), 105–113.
[40] Sarason, S.B. & Mandler, G. (1952). Some correlates of test anxiety. Journal of Consulting and Clinical Psychology, 47(1), 810-817. https://doi.org/10.1037/h0060009
[41] Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N. P., & Barterian, J. A. (2013). Heightened test anxiety among young children: Elementary school students' anxious responses to high-stakes testing. Psychology in the Schools, 50(5), 489–499. https://doi.org/10.1002/pits.21689
[42] Shoahosseini, R., & Baghaei, P. (2020). Validation of the Persian translation of the Children's Test Anxiety Scale: A multidimensional rasch model analysis. European Journal of Investigation in Health, Psychology and Education, 10(1), 59–69. https://doi.org/10.3390/ejihpe10010006
[43] Sieber, J. E., O'Neil Jr., H. F., Tobias, S. (1977). Anxiety, learning and instruction. Routledge.
[44] Smits, J., & Vorst, H. (1982). Schoolvragenlijst voortgezet onderwijs. Berkhout Nijmegen.
[45] Soffer, M. E. (2008). Elementary students' test anxiety in relation to the Florida Comprehensive Assessment Test (FCAT) [Dissertation]. Florida State University.
[46] Spielberger, C. D., & Vagg, R.P. (1995). Test anxiety: A transactional process model. In C. D. Spielberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment and treatment (pp. 3–14). Taylor & Francis.
[47] Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01994
[48] Stöber, J. & Pekrun, R. (2004). Advances in test anxiety research. Anxiety, Stress & Coping, 17(3), 205–211. https://doi.org/10.1080/1061580412331303225
[49] Stoel, W. (1980). De relatie tussen de grootte van scholen voor voortgezet onderwijs en het welbevinden van leerlingen. Rion.
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