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Gender Differences in Test Anxiety and Academic Performance of Medical Students
Abstract
The current research investigates gender differences in test anxiety level and academic performance of medical students. A sample of 150 medical students (75 males and 75 females) was drawn from the Services Institute of Medical Sciences (SIMS) within the age range of 17-24 years. Purposive sampling technique was used. ∗ Test Anxiety Inventory (TAI) by Professor Emeritus Dr. Charles D. Spielberger (1980) was individually administered to the participants. The author granted written permission for the use of TAI in this research. The results suggested that the female medical students reported significantly higher test anxiety level as compared to the male medical students (t = - 5.02, df = 148, **p < .01). Moreover, the results suggested that the male medical students achieved statistically significant higher GPAS as compared to the female medical students (t = 3.66, df = 148, **p < .01). Furthermore, significant negative relationship was found between test anxiety and academic performance of medical students (r = -.21, ** p < .01). The findings of this research have implications for helping professionals and academia in addressing the test anxiety of the students in higher education so that timely and effective counseling and therapeutic interventions could be introduced in medical colleges and universities.
... Esta decisión se sustentó en las diferencias estadísticas entre las puntuaciones de varones y mujeres, a favor de estas últimas. Las puntuaciones más elevadas en AE en mujeres se observan consistentemente hasta la fecha en diversos estudios empíricos e instrumentales Dominguez-Lara (Chapell et al., 2005;Di María & Di Nuovo, 1990;Farooqui, Ghani, & Spielberger, 2012;Kavakci, Semiz, Kartal, Dikici, & Kugu, 2014;Oktedalen & Hagtvet, 2011;Onyeizugbo, 2010), incluso en aquellas investigaciones que no usan el TAI-E como medida de AE (Heredia, Piemontesi, Furlán, & Hodapp, 2008). La decisión para construir baremos separados debe fundamentarse en las desigualdades existentes en el proceso de medición del constructo, es decir, con base en los resultados de procedimientos que evalúen la posible presencia de un sesgo en la medición (Gómez-Benito, Hidalgo, & Guilera, 2010) y no solo en las diferencias observadas entre las puntuaciones directas de ambos grupos, como se sugiere habitualmente (Szafranski et al., 2012). ...
... El objetivo principal del presente trabajo fue la obtención de valores normativos del TAI-E en estudiantes universitarios de Lima, previo análisis de invarianza de medición entre varones y mujeres. Si bien la diferencia estadísticamente significativa de puntuaciones en AE a favor de las mujeres parece corresponder con la literatura previa (Chapell et al., 2005;Di María & Di Nuovo, 1990;Farooqui et al., 2012;Kavakci et al., 2014;Oktedalen & Hagtvet, 2011;Onyeizugbo, 2010), el aporte de la presente investigación es el análisis de la invarianza de medición del TAI-E entre varones y mujeres. ...
... En tal sentido, ya que los puntajes podrían considerarse como estadísticamente equivalentes, parece ser que los estudiantes evaluados, independientemente del sexo, experimentan similar AE. Lamentablemente, al no existir estudios preliminares sobre las potenciales diferencias de sexo en población peruana, no podría concluirse que dicha equivalencia se debe a un cambio social en cuanto a las exigencias hacia la mujer como potencial causa de la elevada AE, como se plantea en otros manuscritos (Huang, 2013;Putwain & Daly, 2014;Rosário et al., 2008), o simplemente, que dichas diferencias nunca existieron en este contexto, en contraposición a otras culturas donde priman fuertes estereotipos de género respecto a las mujeres (Farooqui et al., 2012). ...
El objetivo del presente trabajo fue analizar la invarianza de medición del Test Anxiety Inventory (versión en español: TAI-E) entre varones y mujeres, así como la obtención de valores normativos (baremos) en estudiantes universitarios de Lima. Participaron 866 estudiantes (71.1 % mujeres) de tres universidades privadas ubicadas en Lima Metropolitana, con edades comprendidas entre 17 y 52 años (M = 20.38). La invarianza de medición fue evaluada mediante un análisis factorial confirmatorio de grupo múltiple, el que indica que el grado de invarianza obtenido es suficiente para afirmar que la medición de la ansiedad ante exámenes es similar entre varones y mujeres. Del mismo modo, los coeficientes de confiabilidad utilizados (α, ω y H) presentan magnitudes elevadas; finalmente, los baremos fueron construidos con percentiles debido a que los puntajes del TAI-E no se aproximan a la normalidad. Se discuten los resultados y se sugieren guías para utilizar las normas.
... Para alguns autores, foi verificada uma correlação negativa estatisticamente significante (AL-HAZMI et al., 2020;ARTINO JUNIOR et al., 2011;BALAJI et al., 2019;CIPRA;MULLER-HILKE, 2019;FAROOQI et al., 2012;FRIERSON JUNIOR;HOBAN, 1992;GREEN et al., 2016;HAYAT et al., 2018;LATEEF JUNAID et al., 2020;KLEIJN et al., 1994 b ;MIHAILESCU et al., 2016;van der Ploeg, 1979;YUSOFF, 2013). O estudo de delineamento longitudinal prospectivo (BALAJI et al., 2019) acompanhou os estudantes e verificou que nível mais elevado de ansiedade correspondeu à diminuição no desempenho acadêmico. ...
... Melhora do ambiente acadêmico, das relações interpessoais, adoção de novas técnicas de aprendizado devem ser alcançadas (CIPRA; MULLER-HILKE, 2019). Outra sugestão foi a aplicação de testes de ansiedade para a oportuna intervenção terapêutica (FAROOQI et al., 2012). O componente "medo" esteve inversamente correlacionado com o sucesso no exame do NBME, sendo que ansiedade-estado não exerceu tanto impacto como ansiedade-traço (FRIERSON JUNIOR;HOBAN, 1992). ...
A educação médica cumpre um currículo muito extenso, é considerada altamente especializada e, dependendo do nível de ansiedade do estudante, poderá ocorrer prejuízo no desempenho acadêmico. Houve interesse em se conhecer a associação entre nível de ansiedade e aproveitamento acadêmico de estudantes de medicina. Em julho de 2021, realizou-se uma revisão sistemática com busca nas bases de dados MEDLINE (PubMed), Embase e Cochrane. Foram identificadas 4.552 referências segundo processo de seleção PRISMA tendo sido elegíveis 28 publicações. Apesar de evidência de associação negativa entre ansiedade e desempenho acadêmico, a utilização de diferentes instrumentos para avaliação, tanto de ansiedade como de desempenho acadêmico, representou uma limitação para o estudo, recomendando-se que sejam realizadas pesquisas adicionais sobre o tema. Concluindo, a ansiedade entre alunos de medicina merece uma atenção especial devido às suas implicações, entre elas, o prejuízo no desempenho acadêmico. O diagnóstico da saúde mental dos estudantes de medicina é de grande valia para que o gerenciamento da ansiedade seja feito o mais precocemente possível.
... Moreover, a number of studies carried out to investigate the level of test anxiety in students. The finding of these studies disclosed that female students had higher level of test anxiety compare to male students from the test (Butt & Akram 2013;Farooqi, Ghani & Spielberger, 2012;Cassady & Johnson, 2002;Bandalos, Yates & Thorndike-Christ, 1995;Mwamwenda, 1994). In addition, the study of Butt & Akram (2013) revealed more that students of pure science encountered significantly higher level of test anxiety than students of social science. ...
... This finding is against by Rezazadeh & Tavakoli (2009) which demonstrated that in the third stage, namely (after the test) male and female students' had no fear at all from the test. Moreover, the findings of the study is more supported by the studies that female students have higher level of test anxiety compare to male students (Butt & Akram 2013;Farooqi, Ghani & Spielberger, 2012;Cassady & Johnson, 2002;Bandalos, Yates & Thorndike-Christ, 1995;Mwamwenda, 1994). As well as, test anxiety is reported that it is a subjective emotional state experienced before, during and after a specific assessment (Bonnaccio & Reeve, 2010, Zeidner, & Schleyer, 1999Pekrun, Goetz, Perry, Kramer, Hochstadt & Molfenter, 2004;Ahmad & Halawachy, 2013). ...
The purpose of the current study was to investigate the level of test anxiety in EFL students’ at Kandahar University. This was quantitative research approach in which survey questionnaire was developed to collect data from the students. One hundred and eighty students (freshmen, sophomore, junior and senior) were selected through the use of random sampling method which 159 were males and 21 were females. The data was analyzed by using IBM 24 version of SPSS and found out the frequency and percentage as well mean and standard deviation. The problem was that most of the students had test anxiety and failed in their final exam. The findings of this study revealed that students have high level of test anxiety before from the test because of not having time to study, not answering well to the questions and unseen questions in the test. As well as, students have high level anxiety during the test; they could not remember the answers in the test area, limitation of the time and the use of hard words in the questions. Moreover, lack of self-confidence about given answers to the questions and giving wrong answers to the questions made the students to have high level of test anxiety after the test.
Keywords: test, test anxiety, EFL Students
... 2 This is in accordance with other studies as well. [3][4][5] One study 6 said sleep disorders were more common in females due to anxiety. A study 7 declared curriculum, factors related to educators, learning environment, family problems and socioeconomic factors as having influence on educational performance. ...
... 7 A 2012 study explained that failed students had great fear of negative evaluation by teachers, they disliked giving tests and they lacked effective study skills. 3 Pakistani females were found to have more test anxiety and low grades compared to the males which is in sheer contrast to our findings. Results of the current study also contradict the negative relationship of poor attendance with failing reported earlier. ...
Objective: To compare risk factors related to medical students’ failure based on gender, year of study and living away from
home.
Methods: The cross-sectional, non-interventional, comparative study was conducted at a private medical college of
Islamabad, Pakistan from 2015 to 2017, and comprised students who had even once scored <50% marks in their professional
examinations. Data was collected using a questionnaire that was scored on a five-point Likert scale. Data was analyzed using
SPSS 23.
Results: Of the 115 students, 62(52%) were day scholars compared to 55(48%) hostellers; 64(56%) were females compared
to 51(44%) males; and 50(43%) belonged to the second year. Overall, differences in terms of gender, year of study and living
away from home were not significant (p>0.05).
Conclusions: Risk factors for poor academic performance were found to be common among all students.
... 2 This is in accordance with other studies as well. [3][4][5] One study 6 said sleep disorders were more common in females due to anxiety. A study 7 declared curriculum, factors related to educators, learning environment, family problems and socioeconomic factors as having influence on educational performance. ...
... 7 A 2012 study explained that failed students had great fear of negative evaluation by teachers, they disliked giving tests and they lacked effective study skills. 3 Pakistani females were found to have more test anxiety and low grades compared to the males which is in sheer contrast to our findings. Results of the current study also contradict the negative relationship of poor attendance with failing reported earlier. ...
Objective:
To compare risk factors related to medical students' failure based on gender, year of study and living away from home.
Methods:
The cross-sectional, non-interventional, comparative study was conducted at a private medical college of Islamabad, Pakistan from 2015 to 2017, and comprised students who had even once scored <50% marks in their professional examinations. Data was collected using a questionnaire that was scored on a five-point Likert scale. Data was analyzed using SPSS 23.
Results:
Of the 115 students, 62(52%) were day scholars compared to 55(48%) hostellers; 64(56%) were females compared to 51(44%) males; and 50(43%) belonged to the second year. Overall, differences in terms of gender, year of study and living away from home were not significant (p>0.05).
Conclusions:
Risk factors for poor academic performance were found to be common among all students.
... Çalışmamızda da bilgi ve beceri puan ortalamaları ile sınav kaygısı puan ortalamaları arasında bir fark olmamasının, araştırmaya katılan öğrencilerin aşırı düzeyde kaygı yaşayan bir grup olmadıklarına bağlı olduğu düşünülmektedir. Literatür incelendiğinde, pek çok çalışmada öğrencilerin sınav kaygısı ile akademik başarı puanları arasında negatif bir ilişki olduğu, anksiyete arttıkça başarının azaldığı bildirilmektedir (7,8,30,(35)(36)(37). Bu sonuçlar araştırma bulgularımızı destekler nitelikte değildir. ...
... Kız öğrencilerde yaşanan sınav kaygısının daha yüksek olmasının yanı sıra bilgi ve beceri düzeyinin de yüksek olması, yaşanan kaygının normal düzeyde ve motive edici bir etkisi olduğunu düşündürmektedir. Literatürde kız öğrencilerin erkek öğrencilerden daha yüksek seviyede sınav kaygısı yaşadığı yapılan çalışmalarda belirtilmektedir(8,13, 25,28,29,30). Çalışma sonuçlarımız literatürle paralellik göstermektedir. Yapılan bir başka çalışmada da öğrencilerin cinsiyetinin anksiyete ve akademik performansı etkilemediği saptanmıştır(31). ...
... There was moderate negative (-0.4) and significant (p < 0.01) correlation between academic performance and levels of stress [13]. Similarly, when Test Anxiety Inventory was administered in medical students, a significant negative correlation was found between test anxiety and academic performance (-0.21) [14]. This study also reported a moderate significant negative (-0.3) correlation in final year students which is comparable. ...
... In male students, the differences were not significant [17]. Farooqi et al. has also shown higher mean test anxiety in female students [14]. However, in a recent study with multidisciplinary university students, the mean test anxiety on WTA scale for male students was 3.20 ± 0.60 while female students scored a lesser mean on WTA (3.13 ± 0.77), both were below critical. ...
Introduction: Exams are a relatively stressful period for all students, especially undergraduate medical students. Exams bring anxiety and stress for the students. Some students experience such high stress that it hinders their academic productivity and reduces their exam performance. The aim of this study is to assess the effects of pre-exam anxiety on the academic performance of medical students. Methods: Two hundred and twenty-five final year medical students completed Westside Test Anxiety (WTA) Scale one month before their exams. Grade Point Average (GPA) of these students was noted when the results were announced. Data was processed and analyzed using SPSS v 22.0. Results: The mean anxiety score on WTA scale was 3.46 ± 0.87. All students (100%) who scored ≤ 2.50 GPA were highly-extremely highly anxious. In the 2.51-3.00 GPA group, 46% were highly-extremely highly anxious, 32% were moderately anxious, and 21% had low to normal anxiety. In the 3.01-3.50 GPA group, 30% were highly-extremely highly anxious, 30% were moderately anxious, and 39% had low to normal anxiety. In the 3.51-4.00 GPA group, 29% were highly-extremely highly anxious, 23% were moderately anxious, and 47% had low to normal anxiety. The correlation coefficient between GPA and test anxiety of students was -.314 which shows inverse relationship. Conclusion: Pre-exam anxiety and stress imparts negative effects on the exam performance of final year medical students. Poor academic performance was associated with high to extremely high pre-exam anxiety while high achievers had relatively lower anxiety levels.
... In contrast to the findings of the present study, Lowe (2015), also found that female students fared better than their male counterparts in a study of two test anxiety measures for middle, high school, and college students. Similarly, Farooqi et al. (2012), found that female students have significantly higher levels of test anxiety. This finding suggests that the different social roles assigned to males and females, as well as the higher emotional vulnerabilities of females who have learned to express their emotions socially throughout ontogenesis as opposed to males who suppress them, may be responsible for these differences in social roles. ...
This study was conducted to examine the influence of study skills and test anxiety on the academic performance of Senior High School (SHS) students in the Tamale metropolis of Ghana. A correlational research design was adopted for the study to investigate the relationships among these variables. The multi-stage sampling technique was employed to sample 354 SHS students to respond to the Study Skills and Test Anxiety Inventory tools. The academic performance of students was determined by computing the average test scores of students from two-semester examinations records in Mathematics, English Language, Integrated Science and Social Studies. Descriptive and inferential statistical tools as well as Pearson Product Moment Correlation Coefficient were employed to analyze the data. The study found significant positive relationships between SHS students‟ study skills and their academic performance. The results of the study further indicated that study skills significantly predicted the academic performance of SHS students. However, the study found no significant difference in the study skills of male and female SHS students. It was concluded based on the findings that, study skills and test anxiety largely influenced the academic performance of SHS students. It was therefore recommended that, school authorities such as the school heads should provide adequate resources for school counsellors to equip students with study skills in the various SHS to enable them improve their academic performance and, also overcome test related anxieties in the schools within the Tamale Metropolis.
... threat of PTSD nearly doubles to 4.6 for life-changing bus accidents. Ladies were more likely to be diagnosed with PTSD following a road business accident, whether the accident passed during nonage or majority [10]. ...
Posttraumatic stress complaint (PTSD) can do after trauma. While PTSD operation strategies include first- line pharmacotherapy and psychotherapy, mind – body curatives, similar as yoga, are applied in the PTSD population.
... Eifediyi, Ojugo and Aluede (2017) revealed that some students that encounter anxiety prior to a test could really weaken in their learning activities which could impede test achievement, wellbeing, and other challenges in life. Some of the difficulties students encounter seem to positively relate to youth suicidal behaviour in later life (Farooqi, Ghan, & Spieleberger, 2012). There are three categories of test anxiety: cognitive, affective, and behavioural" (Beck & Clark, 1988). ...
Psychological problems such as anxiety have been reported to adversely affect students' learning outcomes. This study explored the effectiveness of cognitive therapy with reflective activities on reducing Economics test anxiety among secondary school students. A randomizedcontrolledtrial experimental design was used. The sample sizewas120 senior secondary school students in South East Nigeria.A questionnaire titled "test anxiety scale" was used to collect data. It contained a demographic section and 20 items.To assign subjects to treatment or control groups, a randomization process was used.Subjectsin the treatmentgroup were subjectedto a cognitivebehavioural therapy (CBT) program.A three-time point evaluation was conducted with subjects in the treatment and control groups.Repeated measures and data collected were analysed with ANOVA. In comparison with the control group, research subjects exposed to CBT reportedlower testanxiety. In addition, at the follow-upmeasure, the scoresof researchsubjectsin the CBT groups weresignificantly lowerthan those of the control group. Hence,CBT significantly reducedEconomics students’ test anxiety. Theresearchers concludedthat the CBTprogramreducesEconomics students' test anxiety.
... In addition, several studies have looked at how widespread test anxiety is among students. According to studies done by Butt & Akram (2013), Farooqi, Ghani & Spielberger (2012), Chapell et al. (2005), and Cassady & Johnson (2002), female students showed more exam anxiety than male students. Students majoring in pure sciences were more likely to suffer from test anxiety than their social science counterparts, according to research by Butt and Akram (2013). ...
English language proficiency testing is an important part of education for English as a Foreign
Language (EFL) learners. However, test anxiety can negatively impact students' performance
and confidence. This study examined examination confidence and effective preparation
strategies among 33 EFL undergraduate students in Saudi Arabia. Quantitative data were
collected through a survey measuring students' anxiety levels, experiences integrating study
techniques, and assurance across reading, writing, listening, and speaking skills. Results
showed test anxiety is highly prevalent, influencing over three-quarters of students. Selfassessment, advance planning, and past paper practice were seen as most impactful for
boosting confidence. While teachers played an active role in guidance and skill-building,
expansion of school anxiety resources was recommended. Confidence varied between skills,
highest for reading and the lowest for speaking. Key implications included targeting listening
and oral practice, expanding self-evaluation integration, and differentiating instruction based
on skill needs. Overall findings highlight the importance of guided, regular strategy use
tailored towards individual strengths and weaknesses. With diligent implementation of
proven techniques aligned to student routines and routines, EFL educators can foster
classroom environments that empower students to achieve their examination goals with
greater self-assurance. Addressing test confidence stands to optimize EFL learning outcomes.
... Hasil penelitian Lubis, P., (2014) hampir setengahnya (48.4%) responden perempuan mengalami kecemasan berat sedangkan laki-laki memiliki tingkat kecemasan yang lebih. Sejalan dengan penelitian (Nilofer Farooqi, (2012) dalam penelitiannya mengungkapkan bahwa perempuan lebih rentan mengalami gejala kecemasan dibandingkan laki-laki. ...
Anxiety is a state that can result in a person feeling uncomfortable, agitated, afraid, worried, and not at ease followed by various physical symptoms Anxiety is also a person's subjective feelings about tension, fear, nervousness, and worry related to the arousal of the nervous system. The high level of anxiety causes a person's normal life to be difficult such as disruption of activities and social life. anxiety is one of the many types of emotional and behavioral disorders. The purpose of this study is to find out the Overview of the Anxiety Level of Final Year Students of the Ners Professional Education Study Program. This research method uses Descriptive Quantitative Analysis with a cross sectional approach. The final year student population of the Ners Professional Education Study Program at Muhammadiyah Sukabumi University is 49 people. The results showed that the majority of respondents experienced anxiety (46.9%), a small percentage of respondents experienced panic by (4.1%).vIt can be concluded that the sex of the respondents was (71.4%) female and (28.6%) male. the majority of respondents were aged 20-25 (78%), and no respondents were aged 26-30 (0%). So the majority of respondents experienced no anxiety (46.9%), and a small proportion of respondents experienced panic (4.1%). Suggestions for future researchers This research is expected to be a reference for further research with experimental research regarding actions that can be given to reduce students' anxiety levels in dealing with final assignments both at undergraduate level and Nurses Education. Keywords: Anxiety, Final Year Students ABSTRAK Kecemasan merupakan keadaan yang dapat mengakibatkan seseorang merasa tidak nyaman, gelisah, takut, khawatir, dan tidak tentram diikuti berbagai gejala fisik kecemasan juga yaitu perasaan subjektif seseorang tentang ketegangan, ketakutan, gugup, dan khawatir berhubungan dengan gairah dari sistem saraf. Tingginya tingkat kecemasan menyebabkan kehidupan normal seseorang menjadi sulit seperti terganggunya kegiatan dan kehidupan sosial. Kecemasan merupakan salah satu dari berbagai jenis gangguan emosi dan perilaku. Tujuan penelitian ini untuk mengetahui Gambaran Tingkat Kecemasan Mahasiswa Tingkat Akhir Program Studi Pendidikan Profesi Ners. Metode penelitian ini menggunakan Kuantitatif Deskriptif Analitik dengan pendekatan cross-sectional. Populasi mahasiswa tingkat akhir Program Studi Pendidikan Profesi Ners di Universitas Muhammadiyah Sukabumi sebanyak 49 orang. Hasil penelitian menunjukan bahwa mayoritas responden mengalami ketidak cemasan sebesar (46,9%), sebagian kecil responden mengalami panik sebesar (4,1%). Dapat disimpulkan Jenis kelamin responden yaitu (71,4%) perempuan dan (28,6%) laki-laki. mayoritas responden berada pada usia 20-25 yaitu (78%), dan tidak ada responden berada pada usia 26-30 yaitu (0%). Jadi mayoritas responden mengalami tidak cemas yaitu (46,9%), dan sebagian kecil responden mengalami panik yaitu (4,1%). Saran bagi peneliti selanjutnya Penelitian ini diharapkan menjadi referensi untuk penelitian selanjutnya dengan penelitian eksperimental mengenai tindakan yang dapat diberikan untuk menurunkan tingkat kecemasan mahasiswa dalam menghadapi tugas akhir baik di tingkat S1 maupun Pendidikan Ners. Kata Kunci: Kecemasan, Mahasiswa Tingkat Akhir.
... Literature on students' sex and cognitive test anxiety scores revealed that female students consistently revealed high cognitive test anxiety in most cognitive test conditions (Olatoye & Afiwape, 2003;Okoiye & Falaye, 2011). Cassady & Johnson (2012), and Farooqi, Ghani & Spielberger (2012), reported that there was gender differences in test anxiety but the differences were not associated with performance from test. In the same vein, report by Olatoye (2017) revealed no significant difference in test anxiety level of male and female students. ...
Purpose: This study aimed to investigate the perceived influence of test anxiety on the academic performance of secondary school students in physics in Benue State, Nigeria. Methodology: The research utilized a descriptive survey design, with a target population of 15,060 students from government-approved secondary schools in the Obi Local Government Area of Benue State. A random sampling technique was employed to select 250 students from five secondary schools. The data collection instruments employed were the Mathematics Text Anxiety Questionnaire (MTAQ) and Mathematics Performance Text (MPT). The collected data were analyzed using measures such as means and standard deviation to address the research questions, while the analysis of variance was conducted to test the hypothesis at a significance level of 0.05. Findings: The findings indicated a significant difference in the influence of test anxiety levels exhibited by students on their average performance in physics within the secondary schools of the Obi Local Government Area in Benue State. Moreover, the results revealed a significant difference in the influence of test anxiety levels exhibited by male students on their average performance in physics in secondary schools. Significance: Similarly, a significant difference was observed in the influence of test anxiety levels exhibited by female students on their average performance in physics within secondary schools. Based on these findings, recommendations for school management are proposed.
... All three of these aspects of personality-test anxiety, risk propensity and achievement motivationare supposed to interact not only with response format but also with sex (e.g. [32, [50][51][52][53][54][55]) and age (e.g. [41,50,56,57]). ...
Psychological achievement and aptitude tests are fundamental elements of the everyday school, academic and professional lives of students, instructors, job applicants, researchers, and policymakers. In line with growing demands for fair psychological assessment tools, we aimed to identify psychometric features of tests, test situations, and test-taker characteristics that may contribute to the emergence of test bias. Multilevel random effects meta-analyses were conducted to estimate mean effect sizes for differences and relations between scores from achievement or aptitude measures with open-ended (OE) vs. closed-ended (CE) response formats. Results from 102 primary studies with 392 effect sizes revealed positive relations between CE and OE assessments (mean r = 0.67, 95% CI [0.57; 0.76]), with negative pooled effect sizes for the difference between the two response formats (mean dav = -0.65; 95% CI [-0.78; -0.53]). Significantly higher scores were obtained on CE exams. Stem-equivalency of items, low-stakes test situations, written short answer OE question types, studies conducted outside the US and before the year 2000, and test-takers’ achievement motivation and sex were at least partially associated with smaller differences and/or larger relations between scores from OE and CE formats. Limitations and the results’ implications for practitioners in achievement and aptitude testing are discussed.
... Estos datos coinciden parcialmente con el conocimiento existente, ya que existen investigaciones empíricas que revelan una asociación negativa entre ambas variables (Dordi Nejad et al., 2011;Rana y Mahmood, 2010;Piemontesi y Heredia, 2011). Sin embargo, algunos estudios han encontrado una relación débil o nula en este sentido (Farooqui et al., 2012;Álvarez et al., 2012). En relación con esto último, esta investigación refleja que la ansiedad ante los exámenes se asocia en mayor medida con los resultados académicos si se da en su manifestación cognitiva y/o fisiológica, ya que se han encontrado correlaciones negativas entre la calificación media y los factores interferencia (r = -.298; ...
... The female students experience more anxiety before the test than males (3,20,(23)(24)(25), and female students have statistically significantly more intense symptoms of test anxiety than male students (20). A possible reason for the difference in test anxiety between males and females may be due to increased emotional vulnerability in women (26). Considering the factors that increase exam anxiety in medical students, it has been reported that females experience memory loss in the exam and must work harder to remember than men (24). ...
Background: The coronavirus disease 2019 (COVID-19) forced higher education to adopt e-learning and remote online tests as a kind of assessment that leads to new paradigms.
Objectives: This study aimed to investigate the medical students' test anxiety toward remote online tests during the COVID-19 pandemic.
Methods: The current cross-sectional study has been conducted in the 2020-2021 academic year. A self-reported online questionnaire was used to investigate the medical students' test anxiety at Mashhad University of Medical Sciences, Mashhad, Iran. The survey consisted of demographic characteristics, including gender, age, and curriculum phase, as well as the validated version of the Sarasons's test anxiety scale in Persian.
Results: The findings indicated that the prevalence rates of mild, moderate, and severe test anxiety were 27.9%, 36.9%, and 35.2%, respectively, toward remote online tests. Although the comparison of test anxiety levels showed a statistically significant difference due to gender and age (P<0.05), the difference in test anxiety among the students of basic sciences and preclinical was not significant (P>0.05). Furthermore, the female students' test anxiety was more than that of male students, and participants over 20 years old had higher test anxiety scores (P<0.05).
Conclusion: Moderate to severe test anxiety was more common in medical students, which can have devastating effects on the students' academic performance. There is a critical need to recommend anxiety management techniques and bring reforms in e-assessment systems to reduce test anxiety in medical students.
Keywords: COVID-19, E-Learning, Medical education, Medical student, Test anxiety, Test anxiety scale
... Many students with test anxiety struggle to stay focused on the test, which can lead to poor test performance [6]. Test anxiety is one of the most troublesome factors in school, yet it has not been adequately addressed [7][8][9]. This particularly affects those who are struggling academically or characterized as having a learning disability (LD). ...
Test anxiety may be a contributing factor to low-performing examination scores among students. There can be numerous physiological responses in the body that lead to test anxiety. One is the body’s response to stress, which activates the brain to release hormones that stimulate central and peripheral nervous responses. The hypothalamus–pituitary–adrenal (HPA) axis is a known responder during stress, causing an elevation of cortisol in the blood, a glucocorticoid (GC) hormone that affects sympathetic nervous responses. Stressors during testing include the method of information delivered, prior knowledge of the subject material, emotional state, or how accurately the student can retain knowledge. A student’s emotional state of mind is essential and may cause hyperactivation of the HPA axis during stress encountered during testing, exacerbating cortisol levels and nervous responsiveness. This review discusses the potential involvement of the HPA stress axis on an individual’s performance during testing and assessment.
... These findings were in line with the findings of Yusoff et al. [22] reporting a higher risk of failing an examination with moderate-to-severe stress levels. Similarly, Farooqi et al. [23] reported an inverse relationship between anxiety and academic performance. While Prathiba et al. l [18] found no correlation between the prevalence of stress, anxiety, and depression with academic performance (r − 0.0063, −0.0109, and 0.0176). ...
INTRODUCTION: Psychological health of a medical student remains affected throughout the course. Medical education is usually seems to be associated with substantial extent of psychological morbidity. Thus, objective of the study was to collect data regarding depression, anxiety, and stress in 1st-year undergraduate medical students and to correlate it with their academic performance.
MATERIALS AND METHODS: Forty-two item Depression Anxiety Stress Scale questionnaire was administered to 1st-year medical students. First terminal marks scored by students were recorded. Data were statistically analyzed.
RESULTS: The study confirmed that the amount of stress and depression was comparatively higher than anxiety. Incidence of stress was 53.007%, anxiety 36.05%, and depression 44.03%. Negative correlation was found between stress, anxiety, and depression with academic performance.
CONCLUSION: There is a considerable amount of depression and stress in 1st-year medical students that had affected academic performance. To conclude, there is a need for early detection, counseling, and rehabilitation to minimize the academic loss and improve the quality of health care.
... 21 Previous studies have also reported a higher prevalence of test anxiety in female students. 22,23 These findings can be explained with Huberty's statement that although everyone worries occasionally, excessive worry may affect academic functioning and contribute to feelings of loss of control and depression, especially in female students. 24 On the contrary, our findings contradict a study conducted in India reporting higher test anxiety in males. ...
Objectives:
To explore the correlation of anxiety levels of medical students measured before, during and after assessments with their performance in formative assessments.
Methods:
A repeated measures cross-sectional study was conducted at Shifa College of Medicine, Islamabad with data collection at three points in time, from April-May 2020. A validated test anxiety questionnaire was used to assess anxiety. Eighty-two medical students recorded their responses on the questionnaire before, during and after three consecutive formative assessments in an integrated module. Relevant statistical tests were applied to investigate the correlation of anxiety levels at different stages with assessment scores.
Results:
The mean scores of anxiety measured before, during and after the three consecutive formative assessments were 29.78±7.77, 28.0±8.88 and 26.11±7.83, respectively. The difference of means of anxiety measured at different stages during assessments was statistically significant (p<0.001). The negative correlation between anxiety level and academic scores of female students was statistically significant (p=0.05).
Conclusion:
Fluctuation in anxiety scores at different stages of assessments affects academic performance. Identification of the effect of anxiety may help improve the academic performance of medical students.
... The intensity of test anxiety felt and its effects depend on the individual or the joint action of personal, situational, and contextual factors. In this regard, a considerable number of studies have indicated that female students seem to experience higher levels of anxiety than men (Cassady & Johnson, 2002;Farooqi et al., 2012;Furlan et al., 2009;Ojediran & Oludipe, 2016;Santana & Eccius-Wellmann, 2018;Zaheri et al., 2012). However, Nunez-Pena et al. (2016) asserted that, although women report more anxiety than men, academic achievement is similar between both sexes. ...
p style="text-align: justify;">This study explored the cognitive mechanism behind information integration in the test anxiety judgments in 140 engineering students. An experiment was designed to test four factors combined (test goal orientation, test cognitive functioning level, test difficulty and test mode). The experimental task required participants to read 36 scenarios, one at a time and then estimate how much test anxiety they would experience in the evaluation situation described in each scenario. The results indicate three response styles (low, moderate, and high-test anxiety) among the participants. The orientation and difficulty of each given exam scenario were the most critical factors dictating test anxiety judgments. Only the moderate test anxiety group considered the test mode to be a third relevant factor. The integration mechanism for Cluster 1 was multiplicative, while for Clusters 2 and 3, it was summative. Furthermore, these last two clusters differed in terms of the valuation of the factors. These results suggest that programs that help students to cope with test anxiety need to take into account the valuation and integration mechanism that students use to integrate different information in specific examination contexts, since the way students assess their internal and external circumstances can influence how they deal with evaluative situations.</p
... Las formas de acceder a la carrera profesional de Medicina humana en la UNCP abren la posibilidad de que algunas modalidades pudieran ser más competitivas que otras en relación a los requisitos mínimos que debe reunir un postulante, pudiendo impactar en el rendimiento académico. La formación del médico requiere de un esfuerzo intenso y continuo durante un periodo prolongado (Farooqi et al., 2012). Por lo tanto, la selección de los aspirantes más aptos para la carrera de medicina humana, podría ser uno de los aspectos canalizadores para el logro de aprendizajes significativos que conlleven a formar profesionales en el tiempo requerido. ...
Rendimiento académico de estudiantes de medicina humana según modalidad de admisión en la Universidad Nacional del Centro del Perú
... Estos datos coinciden parcialmente con el conocimiento existente, ya que existen investigaciones empíricas que revelan una asociación negativa entre ambas variables (Dordi Nejad et al., 2011;Rana y Mahmood, 2010;Piemontesi y Heredia, 2011). Sin embargo, algunos estudios han encontrado una relación débil o nula en este sentido (Farooqui et al., 2012;Álvarez et al., 2012). En relación con esto último, esta investigación refleja que la ansiedad ante los exámenes se asocia en mayor medida con los resultados académicos si se da en su manifestación cognitiva y/o fisiológica, ya que se han encontrado correlaciones negativas entre la calificación media y los factores interferencia (r = -.298; ...
La procrastinación se define como una tendencia conductual a postergar tareas que, por sus características poco motivadoras o tediosas, no son atractivas para quien las realiza, y cuyo retraso puede acarrear consecuencias negativas. El propósito de este estudio es examinar el efecto de la procrastinación académica y la ansiedad ante los exámenes sobre el rendimiento académico, así como la relación entre ambas variables. Para ello, se ha realizado una investigación con 201 estudiantes universitarios empleando el Inventario Alemán de Ansiedad frente a los Exámenes Adaptado (GTAI-A), la Escala de Procrastinación Académica (EPA) y un registro de las calificaciones obtenidas por los participantes recogidos a través de un autoinforme. Los resultados revelan la presencia de ansiedad ante la evaluación y la procrastinación académica en estudiantes universitarios, e indican que la ansiedad ante los exámenes muestra una relación negativa con el rendimiento académico. De igual forma, la procrastinación se relaciona con dos factores de ansiedad (interferencia y falta de confianza), incidiendo de forma indirecta en dicho rendimiento. Adicionalmente, se han encontrado diferencias significativas en el rendimiento académico en función de los diferentes niveles de ansiedad identificados (χ2(2,201) = 16.929; p = .001). En conclusión, para prevenir e intervenir en el bajo rendimiento académico y en los problemas psicosociales asociados, los servicios universitarios de atención psicológica deben considerar la influencia de múltiples variables, de forma que se apliquen programas de intervención específicos para cada dimensión, aumentando así los niveles de eficacia y eficiencia en su labor asistencial.
... Test anxiety is a notorious phenomenon at universities (Chapell et al., 2005;Gerwing et al., 2015;Hahne, 1999;Neuderth et al., 2009;Schaefer et al., 2007) and therefore familiar to both examiners and examinees. It has the potential to decrease academic performance (Bin Kassim et al., 2008;Chapell et al., 2005;Farooqi et al., 2012;Hembree, 1988;Sansgiry et al., 2006;Seipp, 1991) and dramatically increase the stress level perceived by examinees (Aziz and Serafi, 2017;Lyndon et al., 2014). In severe cases test anxious students may be incapable to reproduce any of their skills and knowledge in an evaluative situation. ...
Background
Test anxiety is a common phenomenon at universities with the potential to impair academic performance and student well-being. This study was conducted to investigate prevalence, characteristics, and development of the test anxiety categories “emotionality”, “worry”, “interference”, and “lack of confidence” among first year medical students.
Methods
Overall, 625 freshman medical students were enrolled. They were recruited from the participants of a first semester anatomy course. The participants were assessed four times with a validated psychological test anxiety questionnaire (Prüfungsangstfragebogen, PAF). The first assessment was conducted at the commencement of the first semester. All further assessments were performed two days prior to each of three mandatory oral anatomy tests in the course of one half year. Prevalence rates as well as mean global and subscale scores of the test anxiety dimensions “emotionality”, “worry”, “interference” and “lack of confidence” were determined and compared between assessments.
Results
Approximately 50% of the study participants showed pronounced test anxiety in at least one dimension over the observation period. Only about 10% were considered test anxiety-positive according to the global PAF scale. Worry showed the highest (up to 48%) and interference the lowest (≈5%) prevalence rates. Emotionality had a stable prevalence of approximately 17%, whereas lack of confidence showed a rising trend over the observation period from 15.2% up to 24.0%.
Conclusion
Test anxiety is substantially more prevalent among medical students as commonly reported and deserves more detailed, dimension-specific exploration in future. Especially worry and lack of confidence give reason for concern, demanding further investigation.
... Test anxiety is a common phenomenon among university students (Chapell et al., 2005;Gerwing et al., 2015;Hahne, 1999;Neuderth et al., 2009;Schaefer et al., 2007) which may diminish academic performance and thus increase the risk of failure in an evaluative situation (Farooqi et al., 2012;Rana & Mahmood, 2010). Previous studies suggest that medical students are particularly susceptible to test anxiety (Hahne, 1999;Schaefer et al., 2007). ...
Test anxiety of 625 medical students was assessed at semester start and two days prior to two oral exams with the PAF questionnaire [Prüfungsangstfragebogen]. Global and subscale scores for the categories emotionality, worry, interference, and lack of confidence were obtained at three time points. The first assessment was used to identify those participants (n = 104) who showed the highest PAF scores. Medical hypnosis against test anxiety was performed with one half ten days before the first exam. The other half served as a matched, untreated control group. The mean global PAF scores and the emotionality and lack of confidence scores showed a statistically significant reduction from assessment to assessment within the hypnosis group, but not in the control group. Interference increased significantly in the control group but not in the hypnosis group. In conclusion, medical hypnosis seems to be beneficial and effective in helping students reduce test anxiety.
... The female students experience more anxiety before the test than males (3,20,(23)(24)(25), and female students have statistically significantly more intense symptoms of test anxiety than male students (20). A possible reason for the difference in test anxiety between males and females may be due to increased emotional vulnerability in women (26). Considering the factors that increase exam anxiety in medical students, it has been reported that females experience memory loss in the exam and must work harder to remember than men (24). ...
Introduction: Assessment and evaluation are major parts of the medical curriculum which motivate students to study, being a competent physician, and achieving the medical education eligible goals. Medical students, especially at undergraduate levels, experience a significant amount of anxiety due to frequent exams. Meanwhile, the coronavirus disease 2019 disaster forced higher educational institutes all over the world to adopt distance learning. So remote online exams were used as a kind of assessment that can lead to new paradigms.
Methods: This cross-sectional study was planned to assess the remote online exams anxiety during COVID-19 Pandemic by analyzing test anxiety categories among basic science and pre-clinical medical students and its correlation between genders in the School of Medicine, Mashhad University of Medical Sciences, Iran, in 2020. Data collection tools were Demographic Questionnaire and Sarasons’s Test Anxiety Scale. Descriptive statistics (mean, percentages) and analytical statistics (t-test and one-way ANOVA) were used to analyze the data with SPSS version 11.5.
Results: 290 medical students in basic science and pre-clinical courses were enrolled. 194 (66.4%) of participants were female and 177 (60.6%) were in basic sciences course. The prevalence of mild, moderate, and severe anxiety was 27.9%, 36.9%, and 35.2% respectively. The difference in the mean and SD of anxiety score in basic sciences students and pre-clinical students was not statistically significant (Pvalue=0.26), yet the results indicated that the level of anxiety in females (19.07+7.11) is significantly higher than males (14.44+7.15) (Pvalue<0.001).
Conclusion: According to the current study, there is a critical need to take steps to recommend stress management techniques and bring reforms in E-learning and E-assessment systems to lower the anxiety in medical students while providing a stable and reliable electronic exam environment can be helpful.
... Harpell and Andrew (2012) showed a significant main effect of sex for the TAI-G student sample. Farooqi et al (2012) explained that female medical students reported significantly higher test anxiety level as compared to the male medical students. Tope (2011) result showed that the combined factors of age, sex and test anxiety influences students' participation in examination malpractices. ...
Globally, considerable number of students experienced test anxiety. This study tested the efficacy of the FEAR—model of cognitive behavioural therapy in treating test anxiety in Chemistry students. We adopted a randomized pretest-posttest trial experimental design. A total of 153 participants served as the study sample. Two instruments were used for data collection. The participants were administered the instruments at three different times. Treatment manual for test anxiety was employed to deliver the therapy. Data analysis was completed using analysis of covariance. The researchers found that FEAR-model of CBT had a significant effect on participants’ test anxiety scores as measured by Cognitive Test Anxiety scale, German Test Anxiety Inventory, and Beck Anxiety Inventory at posttest and follow-up stages. The researchers concluded that FEAR—Model of Cognitive Behavioural Therapy is efficacious in the reduction of test anxiety among undergraduate Chemistry students in public universities.
... Diese Zusammenhänge konnten vermehrt für die kognitive Komponente beobachtet werden, während der Einfluss der affektiven Komponente meist als neutral oder sogar positiv bewertet wurde [16], [17]. Verschiedene Studien zeigen, dass Frauen höhere Werte für allgemeine und kognitive Prüfungsangst angeben als Männer [13], [15], [17], [18], [19], [20], eine eindeutige Ursache hierfür konnte bisher nicht identifiziert werden. Laut Powell [21] stellen auch Humanmedizinstudierende ein Risikokollektiv hinsichtlich Prüfungsangst dar. ...
Aim of the study: Test anxiety expresses itself in a variety of physical and cognitive processes. Due to its influence on test performance, the cognitive component in particular can have a negative impact on those affected. A measuring instrument for this is not yet available in the German-speaking world but does exist in the form of the “Cognitive Test Anxiety Scale” (CTAS), among other languages, in English. The aim of this work was the creation and psychometric review of a German version of the scale (G-CTAS).
Methods: A German translation of the scale was created using a forward-backward procedure. Statistical investigations were then carried out on a cohort of medical students, which included an item analysis with calculation of difficulty, variance and item discrimination as well as the determination of the scale’s internal consistency. The criterion validity was examined using test performance and gender-specific differences.
Results: The final version contains 26 matching items with acceptable item parameters (mean values >1.46, <3.13; variances >0.48; part-whole-discrimination-indices >0.37). Cronbach's alpha was 0.92, the scale was therefore found to be a reliable measuring instrument. The scale validity could be confirmed by significant differences (p<0.01) between total values of female and male participants as well as significant correlations (p<0.001) between total values and test performance in the written and oral part of the first state examination.
Conclusion: With G-CTAS a suitable measuring instrument for cognitive test anxiety within the German-speaking world is available, which can be used, among other things, for studies concerning the relationship between stress, exams and test anxiety among medical students.
... Hypnosis has been shown to be of benefit in treating anxiety disorders (Bandelow et al., 2015;Hammond, 2010;Holdevici & Crăciun, 2013). Test anxiety, as one entity among anxiety disorders, is characterized by cognitive, behavioral, and affective responses of fear to a performance/test situation, which may lead to a worsened performance or even failure of the examination (Farooqi et al., 2012). Test anxiety is a common phenomenon among university students with a prevalence ranging from 10 to 50% (Chapell et al., 2005;Gerwing et al., 2015;Hahne, 1999;Neuderth et al., 2009;Schaefer et al., 2007). ...
The purpose of this pilot study was to characterize test anxiety among first-year medical students at the University of Erlangen-Nürnberg and to test clinical hypnosis as a possible intervention. The “Prüfungsangstfragebogen,” a shortened and revised German version of the Test Anxiety Inventory, was used to estimate test anxiety. It was administered 3 times: at the commencement of winter term 2017/18 and 2 days prior to each of 2 mandatory oral anatomy exams. The test-anxiety categories emotionality, worry, interference, and lack of confidence were evaluated. The effect of clinical hypnosis on test anxiety was estimated. The global test anxiety and lack of confidence scores were reduced significantly over time in the group that underwent clinical hypnosis but not in the control group. Direct comparisons of hypnosis vs. control group yielded no statistically significant differences in the test anxiety scores.
... Pakistani researches also revealed similar results as Hashmat, Hashmat, Amaanullah and Aziz (2008) found that factors that cause exam anxiety among medical students are extensive load of syllabus, lacking in exercise, long time periods for exams. Farooqi and Ghani (2012) concluded that female students usually have higher level of anxiety than male students in medical colleges. Moreover the results revealed that male students score relatively higher Grade Point Average (GPA) than female students. ...
The basic purpose of the present research is to examine the role of academic stress as a predictor of test anxiety among university students. Correlational research design was used among various types of Quantitative research designs. Convenience sampling technique was used to approach sample. The sample consisted of 150 university students taken from various universities of Islamabad and Rawalpindi. Academic Stress Scale and Test Anxiety Inventory were used to collect data. Different type of statistics was used to analyze the data. Simple Linear Regression analysis was used to examine the role of academic stress as predictor of test anxiety. Results show that academic stress is the predictor of test anxiety among university students. Moreover, t-test analysis was used and the outcomes indicate that female students experience more academic stress than male students while there is non-significant difference among male and female university students on test anxiety. Non-significant differences were observed among students having 14 years and 16 years of education on academic stress and test anxiety. This study has strong implications in terms of academic stress and test anxiety in Pakistani society. It is recommended to initiate consultation seminars and workshops to create awareness and control academic stress to reduce test anxiety among students.
... This substantiate presence of gender differences in the anxiety has also been reported by many other researchers 16,17 . It is suggested that the possible reason for this could be increased emotional vulnerability of females as compared to males 18 . The results were comparable to a similar study conducted in India where perceived stress and associated anxiety were more common among medical students (72%) as compared to engineering students (56.7%) 19 . ...
Background: Medical and Engineering educational programs are widespread and difficult, which frequently leads to anxiety. The basic objective of this study was to compare the anxiety levels among medical & engineering students. Methodology: A cross sectional study was carried out among students of different medical & engineering universities of Karachi from August 2018 to February 2019. A simple stratified sampling technique was used, 250 medical students and 150 engineering students including both genders participated in the study. A self-administered questionnaire consisting of socio demographic profile, details on anxiety episodes, causes of anxiety, physical symptoms and ways to overcome anxiety was utilized in this study. Results: Findings showed that among 250 medical students 160(64%) had anxiety out of which 49% were moderate and 15% were in severe anxiety. On the other hand, 54 (36%) engineering students had anxiety. Social interactions (45%) and university/work (35%) were the prime cause of anxiety as indicated by study population. Conclusion: Significant differences were shown between medical and engineering students. Our study suggests that medical students experience more anxiety than engineering students.
This research aimed to produce cognitive behavioral counseling services which are effective to help students overcome anxiety in facing the exam. The research used a quantitative approach and quasi-experimental research design nonequivalent pretest-posttest control group design. The research was conducted at SMA Negeri 2 Pagaden with the first semester students were taken randomly as research subject. The research instrument that was used was Anxiety Scale in facing exam. The results showed empirically, a cognitive behavioral counseling intervention has proven effective to overcome anxiety in students
Son pocas las investigaciones sobre abandono universitario que ahondan en cómo la salud mental y la adaptación universitaria influyen en este fenómeno. Mientras la adaptación universitaria se posiciona como una variable clave en modelos clásicos y actuales de abandono, la salud mental ha recibido menos atención por parte de la literatura científica especializada. Sin embargo, se han reportado altos niveles de estrés, ansiedad y depresión entre el alumnado universitario que pueden repercutir en el éxito académico. Por ello, la presente investigación tiene como objetivo profundizar en la relación entre la intención de abandono universitario y la salud mental, medida en términos de estrés, ansiedad y depresión, así como estudiar el efecto moderador de la adaptación universitaria sobre dicha relación. Se empleó un muestreo intencional en el que participaron 581 universitarios españoles (mujeres y varones) y se realizaron tablas de contingencia y análisis de pendiente simple con el paquete estadístico SPSS y Jamovi. Los resultados reflejan que más del 20 % de los estudiantes refieren síntomas severos de estrés, ansiedad y/o depresión, percibiendo aquellos con intención de abandono puntuaciones más altas. Además, se encuentra un efecto de moderación positivo de la adaptación, de forma que cuanto menor es la adaptación, mayor es la influencia del estrés, ansiedad y depresión sobre la intención de abandonar los estudios. Estos hallazgos evidencian el papel protector de la adaptación sobre el abandono universitario. Así, sugieren la necesidad de aumentar los programas destinados a favorecer la adaptación universitaria, el éxito académico y reducir el abandono universitario.
The objective of the present study was to investigate A study of anxiety of adolescents in relation to their stream, type of college and academic achievement. For this purpose 284 adolescents has been taken from aided and self financed college related to science and commerce streams through purposive sampling between the age range of 17 to 18 years. Self-made Anxiety scale for adolescent was used to find out the anxiety among adolescents. Students result is considered to determine the academic achievement. To analyze and interpret the data, mean, S.D, t-test and Pearson product correlation coefficient were used. The findings revealed that there is no significant difference was found between aided and self-financed college adolescents in relation to their anxiety. While a significant difference was found between aided and self-financed college adolescents in relation to their academic achievement. Finding also shows a significant difference was found between science and commerce stream adolescents in relation to their anxiety. While a significant difference was found between science and commerce stream adolescents in relation to their academic achievement. A negative correlation was found between anxiety and academic achievement of adolescents.
Background
Psychological distress such as anxiety and depression can negatively affect medical students’ academic performance and future careers.
Aim
This study examined the prevalence and impact of psychological distress on medical students’ academic achievement, their associated learner characteristics, and how students handle stress in western Saudi Arabia.
Setting and Design
This cross-sectional study incorporated a mixed-methods design, including quantitative and qualitative components for Phase 2 medical students.
Methods
A self-administered questionnaire was used for quantitative components to examine the prevalence of psychological distress among medical students. In addition, a qualitative study component was conducted with students with severe psychological distress using structured interviews with a predetermined list of responses to which to select and assess factors that lead to severe psychological distress and how students handle stress. This study began on January 15, 2018, at the medical college Taif University and lasted 3 months.
Statistical Analysis Used
The quantitative and qualitative data were coded, verified, and analyzed by a statistician using the Statistical Package for the Social Sciences software (SPSS version 22.0). Chi-squared tests were used to examine differences between proportions.
Results
This study ( n = 289) revealed that more than 69% of medical students experienced some form of psychological distress, 52% suffered from mild and moderate psychological distress, and 17% with severe psychological distress. There were no statistically significant differences between genders and years of study regarding psychological distress. Overall, there was no statistically significant association between grade point average and psychological distress scores.
Conclusions
This study revealed a high prevalence of psychological distress among medical students. This study recommends establishing a psychological counseling unit at medical schools in western Saudi Arabia to detect psychological distress in medical students and timely referrals of those who need medical advice.
Resumen. La vulnerabilidad en línea se define como la exposición a experiencias que ponen en perjuicio el bien-estar psicológico y físico de las personas. Esto, como resultado de la participación en actividades en línea, puede provocar una mengua en la valía personal y propiciar la aparición de afecciones emocionales. El propósito del presente estudio fue proponer un modelo explicativo para la vulnerabilidad en línea en universitarios peruanos. Este estudio sigue un diseño explicativo con variables observables, en el cual participaron 219 universitarios pe-ruanos elegidos intencionalmente, en su mayoría mujeres (62.6%), cuyas edades oscilaban entre los 17 y 28 años; todos cursaban estudios universitarios en una universidad privada de Lima Metropolitana. Se identificó que el FoMO, la adicción a Facebook y la soledad tienen efectos directos sobre la vulnerabilidad en línea, mientras que la edad presentó efectos indirectos sobre esta (R2 = .486, Δβ = 0.01). Estos hallazgos corroboran los presupuestos teóricos que sostienen que estos comportamientos inadecuados vinculados con la tecnología responden a una sa-tisfacción inadecuada de las necesidades psicológicas básicas de competencia, autonomía y pertenencia.
Research suggests that a therapy dog team may have a positive impact on medical students’ anxiety. However, no controlled studies have evaluated this intervention’s effect on their stress and anxiety before an exam. Twelve medical students participated in this study. Utilizing a repeated-measures design, each participant interacted with a therapy dog team before one exam and engaged in their regular pre-exam routine before another. Participants then recorded their level of perceived anxiety and had salivary cortisol levels measured. Results: Both conditions significantly decreased salivary cortisol levels from baseline. Additionally, perceived anxiety was significantly lower after interacting with the therapy dog team when compared to engaging in one’s regular pre-exam routine. This controlled study is the first to assess the impact of a therapy dog team on medical students’ exam stress and anxiety. Results support pre-exam interaction with a therapy dog team to reduce stress and anxiety.
The objective of this study was to investigate whether there is a statistically significant difference between the scores of exam questions enriched with visual materials and without visual materials in middle school students. In addition, it was to investigate whether students' scores from exam questions enriched with visual materials and without visual materials and test anxiety scores make a difference according to gender. Achievement Tests (AT) and Test Anxiety Scale (TAS) were used as the data collection tools in study. The sample of this study was 28 middle school students. In the analysis results of the study, it was found that there was not a statistically significant difference between the scores of the students in the exam questions with visual materials and without visual materials. In addition, the mean scores of the students in the exam questions enriched with visual materials and questions without visual materials did not show a significant difference by gender. The anoher result obtained was that there was not a statistically significant difference between the test anxiety scores of male and female students. But, it was noticed that as the number of exams students take increased, their test anxiety scores increased, and their exam success scores decreased.
Introduction: Exam ANXIETY as a common phenomenon is one of the problems of educational systems that affect academic performance. This study was performed to determine exam ANXIETY and its relationship with demographic factors among new students in Hormozgan University of Medical Sciences.Methods: In this descriptive- analytical study, 310 new students of Hormozgan University of Medical Sciences were selected by random sampling in 2013 academic year. Data were collected via a two-component questionnaire including demographic information and Sarson scale. Exam ANXIETY score range was 0-37 in the questionnaire. Data were analyzed by statistical TESTs such as Chi-square, Mann-Whitney, Kruscall Wallis and Spearman correlation by SPSS 15.Results: The results showed that the mean score for exam ANXIETY was 13.65±6.06. Exam ANXIETY for 47.8% of the students was low, for 40.3% of them was moderate and 11.9% of the students suffer severely from exam ANXIETY. Results showed that level of exam ANXIETY was significantly correlated with sex and age. But there was not a significant relationship between level of exam ANXIETY score marital status, field of study, job, parents’ education.Conclusion: Considering, level of TEST ANXIETY was high & moderate in this research, and it has negative effects on academic performance, effectively planning and psychological interventions is suggested.
A vivência acadêmica do discente pode ser prejudicada quando a capacidade física e mental do indivíduo é abalada. Nesse quadro, busca-se analisar a diferenciação da síndrome de Burnout e da ansiedade a partir das características autodeclaradas dos discentes da área de negócios e do desempenho acadêmico, bem como identificar o relacionamento entre a síndrome de Burnout e a ansiedade. O estudo tem a finalidade de fornecer evidências às instituições de ensino acerca do desempenho acadêmico, síndrome de Burnout e ansiedade, no intuito de subsidiar ações para a promoção de um processo de ensino-aprendizagem mais harmonioso. Uma survey foi aplicada a partir do Inventário de Ansiedade Traço-Estado, do Copenhagen Burnout Inventory – Student Version e do Coeficiente de Rendimento Acadêmico (CRA), junto a 126 alunos de uma Universidade Pública. Os dados foram tratados a partir dos testes de Mann-Whitney, Kruskal-Wallis e Regressão Linear. Os achados ilustram que (i) há diferença significativa entre os níveis de Burnout e o curso, o sexo, o ano de curso e o estado civil do respondente; (ii) os níveis de ansiedade apresentam diferenças quando comparados entre curso e sexo; e (iii) a ansiedade possui capacidade para explicar os níveis da Síndrome de Burnout. Estes resultados podem ser usados para conduzir os relacionamentos no ambiente socioacadêmico e no desenvolvimento de políticas de bem-estar.
BACKGROUND: The mental health of medical students has long been a topic of concern in many countries. Much research in Europe reported that around 30% of medical students suffered from anxiety. Anxiety disorders have significant physical and emotional consequences. Various studies show that excessive, unmanaged stress related to poor academic performance in medical students leads to cynical personalities, lack of empathy, and suicidal ideas. AIM: This study aimed to identify studies for psychotherapy interventions carried out in medical students and analyze each impact on anxiety level in medical students. METHODS: This systematic review was conducted with evidence sourced from 2000 to 2020. The review process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The study was registered with the Prospective Registering of Systematic Reviews database (Protocol ID: CRD42020180650). RESULTS: Twenty-three studies meet the inclusion criteria, and there are various psychotherapy interventions to deal with anxiety. Most studies reported that students who received mindfulness-based interventions reported lower anxiety, depression, and stress. CONCLUSION: There are various interventions carried out to decrease stress levels, depression, and anxiety in medical students. The most effective psychotherapy was found in cognitive and behavior intervention and mindfulness intervention.
Introduction: Test anxiety is one of the most important phenomenon and main concerns in educational contexts all over the world that influence on students’ presentation. Likewise, apprehension among medical and paramedical students deserves superior consideration due to its important implications. Medical and paramedical universities are known as a stressful situation that often has an undesirable result on students’ educational enactment, physical health, and psychosocial health. The purpose of this investigation is to review the existing studies on the prevalence of depression and anxiety among medical and paramedical students attending the universities in Iranian or foreign academic context, to investigate different out comes in this regard. Material and Methods: In the current study, the databases of PubMed, Google Scholar, SID, and Magiran were investigated and related articles were reviewed. Results: The findings revealed that students’ gender, academic level of study and self-efficacy are effective factors influencing the students’ test anxiety. Conclusion: It seems crucial to take an effective action for managing anxiety in medical and paramedical academic context. Consequently, the current investigation is useful for practitioners and educational administrators in medical education context.
Test anxiety has got universal attention of several researchers working in the field of education during recent years due to its positive or negative impact on students’ academic achievements. The current study intended to evaluate the gender variation in test anxiety level at secondary school level in Public Schools in District Quetta. The descriptive research design with quantitative research technique is utilized for data collection. The participants of the research study were 172 (102 boys,70 girls) Students. “Westside Test Anxiety Scale, was used for measuring test anxiety scores. For evaluating the variance among gender in Test anxiety Average scores, an Independent sample t - test was performed with SPSS. The result indicated the prevalence of anxiety in boys and girls, but no statistically significant variation was detected in genders. The finding of the study has educational implication for educational institutes and professional assistance for recommendations educationalists, counsellors and other concern bodies, further the study has fundamental help for students in coping anxiety in evaluative circumstances.
Bu araştırmada, üniversite öğrencilerinin ruminatif tepkilerinin, saplantılı düşünme, derin düşünme ve cinsiyetlerinin durumluk sınav kaygısını ne derece yordadığının incelenmesi amaçlanmıştır. Araştırmada, betimsel tarama yöntemi kullanılmıştır. Araştırmanın çalışma grubunu, Trakya Üniversitesi Eğitim Fakültesi’nde farklı bölümlerde lisans öğrenimi gören toplam 397 üniversite öğrencisi oluşturmaktadır. Katılımcıların 271’i kadın (% 68.3), 126’sı erkek (% 31.7) ve yaş ortalaması 21.02’dir. Araştırmada veri toplama araçları olarak; Durumluk Sınav Kaygısı Ölçeği (DuSKÖ) ve Ruminatif Tepkiler Ölçeği Kısa Formu (RTÖ- KF) kullanılmıştır. Araştırmadan elde edilen verilerin çözümlenmesinde, korelasyon ve aşamalı çoklu regresyon analizleri kullanılmıştır. Araştırmanın bulguları, durumluk sınav kaygısı ile ruminatif tepkiler, saplantılı düşünme ve derin düşünme arasında istatistiksel olarak pozitif yönde anlamlı bir ilişki olduğunu göstermektedir. Yapılan aşamalı çoklu regresyon analizi ile; sınav kaygısını yordamada saplantılı düşünme, cinsiyet ve derin düşünmenin önemli etkisi olduğu sonucuna ulaşılmıştır. Bulgulara göre, bu üç değişken sınav kaygısının % 24’ünü açıklamaktadır. Üniversite öğrencilerinin ruminatif tepkileri, saplantılı düşünme ve derin düşünmeleri arttıkça durumluk sınav kaygıları da artmaktadır. Öte yandan, durumluk sınav kaygısı ile cinsiyet arasında da anlamlı bir ilişki elde edilmiştir. Bu bulguya göre, kız öğrencilerin erkek öğrencilere göre daha fazla durumluk sınav kaygısına sahip oldukları görülmektedir. Elde edilen bulgular, alanyazın bağlamında tartışılmış, gelecekte yapılması planlanan çalışmalara ışık tutmasına ilişkin önerilerde bulunulmuştur.
Background: Motivation is the force that drives a person to do something. Motivation can affect student learning achievement. The purpose of this study was to examine the relationship between motivation and student learning achievement.
Method: This research method was a cross sectional survey. The study was conducted at the Medical Faculty of Lampung University. The study population was students that taking Medical Basic Science (MBS) blocks 3. Samples were from all population. The instrument used to assess motivation was Motivated Strategies of Learning Questionnaire (MSLQ). The questionnaire comprises 6 dimensions divided into 31 questions that intrinsic, extrinsic, task value, control of learning beliefs, self-efficacy and anxiety. Learning achievement were measured by the MCQ which. Questionnaire data were taken at the end of the block MBS3, which analyzed using Pearson Product Moment correlation.
Results: The correlation between intrinsic motivation and student’s achievement obtained -0.020 with 0.805 significance (p> 0.05). Relationships intrinsic motivation and student’s achievement showed an inverse relationship. Extrinsic motivation and student’s achievement obtained 0.670 with 0.397 significance (P> 0.05). The correlation task value and student’s achievement 0.066 with 0.403 significance (p> 0.05). The correlation control of learning beliefs and student’s achievement of 0.054 with 0.339 significance (p> 0.05). The correlation of self-efficacy and student’s achievement of 0.054 with 0.496 significance (p> 0.05). The correlation test anxiety and student’s achievement -0.060 with 0.447 significance (p> 0.05). The correlation of total score of motivation and student’s achievement 0.034 with 0.670 significance (p> 0.05). All correlation dimension obtained motivation was weak and not significance.
Conclusion: The results showed very weak positive correlation between the total score of motivation to learning achievement.
Students in health science programs must implement effective learning strategies to address the fast pace and high volume of complex curricula. The intense demands of health science learning environments present barriers for students with specific learning disabilities (SLD) and attention-deficit/hyperactivity disorder (ADHD). Accommodations can mitigate learning barriers for students with learning and attention disabilities, but additional supports should be put in place to assist students in developing effective learning strategies. Learning specialists can work with students with disabilities to offer compensatory learning techniques and strategies for leveraging strengths and mitigating deficits. In this chapter, foundational learning principles and the process of learning will be highlighted. Barriers to learning faced by students with learning and attention disabilities in health science programs will be identified and strategies will be presented to help address these barriers. Methods for advising students with disabilities are also discussed.
The purpose of this study was to look for personality variables that characterized young adults with learning disabilities and test anxiety. Fifty-four Israeli adults diagnosed with learning disabilities participated in the study, 24 of them were diagnosed as having test anxiety; 30 did not have test anxiety. The participants completed the Test Anxiety Inventory (TAI) to validate the diagnosis of test anxiety and the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) to assess the different personality profiles. The results showed significant differences between the two groups on 35 out of 68 measures of the MMPI-2. A discriminant-function analysis of the content scales, the supplementary scales, and the Harris-Lingoes scales of the MMPI-2 showed that one measure, College Maladjustment, explained most of the variance. Further analysis assessed the various test anxiety profiles of the two types of test anxiety, “emotionality” and “worry.” The meaning of the results is discussed as a basis for explaining the profile of a student with learning disabilities and test anxiety.
Explores the efficacy of eye movement desensitization and reprocessing (EMDR) in the treatment of test anxiety. Thirty-five college students with test anxiety were assigned to either a treatment or delayed treatment control group. EMDR was shown to be effective in reducing overall test anxiety as well as "emotionality" and "worry" components of test anxiety. (Contains 45 references.) (Author)
This study investigated the relationship between test anxiety and academic performance in 4,000 undergraduate and 1,414 graduate students and found a significant but small inverse relationship between test anxiety and grade point average (GPA) in both groups. Low-test-anxious undergraduates averaged a B+, whereas high-test-anxious students averaged a B. Low-test-anxious female graduate students had significantly higher GPAs than high-test-anxious female graduate students, but there were no significant GPA differences between low- and high-test-anxious male graduate students. Female undergraduates had significantly higher test anxiety and higher GPAs than male undergraduates, and female graduate students had significantly higher test anxiety and higher GPAs than male graduate students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Appraised 2 explanations for sex differences in over- and underprediction of college grades by the Scholastic Aptitude Test: sex-related differences in (1) the nature of the grade criterion and (2) the variables associated with academic performance. An entire freshmen class at a large state university was studied. Women's GPA was underpredicted (and men's GPA was overpredicted), but only by a small amount. When the GPA was adjusted for differences in grading standards for individual courses, over- and underpredictions were not affected, but when sex differences were controlled for in individual-differences variables concerned with academic preparations, studiousness, and attitudes about mathematics, over- and underprediction were reduced. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper reviews the literature on the prevalence and effects of test anxiety on children in compulsory education. Tests are identi® ed as a major source of concern to many children, and the overall prevalence of test anxiety appears to be increasing, possibly due to increased testing in schools and pressures associated with this. Studies of children are generally in accordance with the wider literature, namely that test anxiety impairs test performance, although this is moderated by individual differences and the testing environment. Methodolog-ical problems in the literature are discussed and suggestions for further research made.
A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced and examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive test anxiety were associated with significantly lower test scores on each of the three course examinations. High levels of cognitive test anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive test anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of test anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of test anxiety and support the conclusion that cognitive test anxiety exerts a significant stable and negative impact on academic performance measures.
The construct of anxiety plays a major role in one’s life. One of these anxieties is test anxiety or apprehension over academic evaluation. The present study was designed to investigate the relationship between gender, academic achievement, years of study and levels of test anxiety. This investigation is a descriptive analytic study and was done on 110 undergraduate students from University of Isfahan. The Suinn’s Test Anxiety Questionnaire with 48 questions was used to gather the data. For analysis of data correlation coefficient and chi square test were used. The findings revealed that female students have a higher level of test anxiety in contrast to male students. The average of test anxiety score among female students was higher. Also a statistically significant negative correlation was observed between test anxiety and academic achievement. There was no meaningful relationship between test anxiety and years of study.
Investigated (a) the relationship of test anxiety to academic performance in college students, (b) differences in study-related behaviors between high and low test-anxious Ss, and (c) differential effectiveness of study-related behaviors for both groups. Undergraduate Ss were 65 high and 31 low scorers on the Test Anxiety Scale. Results demonstrate a significant decrement in GPA associated with test anxiety. High test-anxious Ss were also found to have poorer study skills. For high test-anxious Ss, quality of study habits and amount of study time were positively related to academic performance, whereas missing classes and delaying exams were inversely related to performance. Findings are discussed in terms of the prevailing interference model of test anxiety. (17 ref)
The study tried to replicate Sarason's (1957) findings of the interfering effect of test anxiety and the facilitating effect of general anxiety on academic work. The study also tested the generality of the Taylor-Spence (1952) hypothesis of the negative effect of anxiety on behavior. A study of the effects of different types of anxiety on academic performance, Taylor, Test, and General anxiety scores, course grades and grade-point averages were obtained on private college Ss (N = 55) and state college Ss (N = 70). Results failed to demonstrate a significant correlation between Test anxiety and academic work, but confirmed the facilitating influence of general anxiety on course grade. The differential effects of anxiety were discussed in terms of the interaction between anxiety and grade level, overlearning, nature of the tasks, and intellectual ability.
Some educators have failed to acknowledge the prevalence of test anxiety and its effect on academic performance among university students. This study addresses this issue at the university level using data collected through the Revised Test Anxiety (RTA) instrument and Sarason's four-factor model as a basis for measuring test anxiety. The study also investigates the effect of demographic factors on test anxiety. Findings reveal that test anxiety is significantly and negatively related to academic performance. Reasons for these findings are addressed.
Cultural and sexual differences in test anxiety were investigated in samples of high school students in Egypt (N= 277), Brazil (N = 234), and the United States (N = 141). Measures of trait anxiety and trait arousability were also included. Compared to the United States greater test anxiety was found in Egypt on both the worry dimension and the emotionality dimension. Greater test anxiety was also found in Brazil, but only on the emotionality dimension. Compared to both the United States and Brazil, greater trait anxiety and arousability were reported by high school students in Egypt. Finally, in all three cultures females reported greater worry, emotionality, trait anxiety, and arousability than males. A possible explanation for the cultural differences in test anxiety is the important consequences of high school testing in Egypt and Brazil.
Results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety. Effect sizes were computed through the method invented by Glass (Glass, McGaw, & Smith, 1981). Correlations and effect-size groups were tested for consistency and significance with inferential statistics by Hedges and Olkin (1985). Test anxiety (TA) causes poor performance. It relates inversely to students’ self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Conditions (causes) giving rise to differential TA levels include ability, gender, and school grade level. A variety of treatments are effective in reducing test anxiety. Contrary to prior perceptions, improved test performance and grade point average (GPA) consistently accompany TA reduction.
This is a comparative study of the examination stress assessed either as test anxiety or in terms of its worry and emotionality components in 7,679 high school students (males and females) from four Asian (Indian, Jordanian, Chinese and Korean) and five Euro-American (Hungarian, Turkish, Indian, German and American) cultures. These comparisons have been made on the basis of data reported in the studies which used the English Test Anxiety Inventory (Spielberger, 1980), or its psychometrically equivalent versions in languages of the other eight cultures. The major conclusions are: (a) There are differences with respect to the levels and patterns of test anxiety in terms of its worry and emotionality components not only within Asian or Euro-American but also among Asian and Euro-American cultures. As such, higher test anxiety is a phenomenon not peculiar to the western cultures. Such findings can be explained not only in terms of the differences in the socio-cultural premises, but also in terms of the differences in material conditions; (b) Females, across nine cultures, have higher test anxiety, worry and emotionality than their male counterparts. Greater role expectation conflict in females seems to be the major factor for such a consistent gender difference. Methodological issues relevant to such a research across cultures have also been discussed.
Using confirmatory factor analysis (CFA) with nonzero latent means, the factor structure of the Test Anxiety (Attitude) Inventory (TAI) across genders was investigated. Two underlying factors, worry and emotionality, have been identified in previous research efforts. A total of 501 college freshmen (219 men and 282 women) from a large urban university participated in the current study. Results support the invariance of the traditional two-factor structure for both males and females. Gender differences, however, were found in the unique factor variances, the factor covariance matrices, and in the latent means corresponding to the worry and emotionality factors. Implications for assessment and research using the TAI are discussed.
This paper examines the effects of gender and test anxiety on students' achievement, cognition, and affects, with an interest in exploring why some students are less likely to benefit from classroom instruction than others. The data came from a western Canadian university study of 424 undergraduate students. Correlational and univariate statistics were used to examine the relationships among variables. Results indicated that gender and test anxiety differentially influenced student learning and learning-related outcomes. Low test anxious males showed higher achievement outcomes, perceived more success over their performances, and felt more confident than high test- anxious males or females. The results extend previous research and are discussed in terms of their practical applications for college teaching. (Contains 4 figures, 3 tables, and 43 references.) (Author/SLD)
Examined 276 male students (aged 12–17 yrs) from 2 secondary schools in Australia to determine if a relationship exists between academic esteem, anxiety (test-trait, study-state, and trait) and academic achievement. Test and trait anxiety were measured using C. Spielberger's (1972) test scales. Self-esteem was assessed using H. Marsh's (1990) Self-Description Questionnaire. Results indicate that academic esteem (math and verbal esteem) is positively related to academic achievement in mathematics and English. However, study-state anxiety is negatively related to academic achievement. Academic esteem correlated significantly with all aspects of anxiety. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
As Seymour Sarason (1959), a major early contributor to theory and research on test anxiety, observed, “We live in a test-conscious, test-giving culture in which the lives of people are in part determined by their test performance” (p. 26). Consequently, it is not surprising that test anxiety is a pervasive problem for many students who are so disturbed by the stress associated with taking tests that they experience substantial decrements in performance in evaluative situations. During examinations, individuals high in test anxiety are more likely to experience frequent and intense elevations in anxiety as an emotional state (S-Anxiety), greater activation of the autonomic nervous system, and more self-centered worry and task-irrelevant thoughts that interfere with attention and performance. Given these characteristics, test anxiety can be viewed as a situation-specific personality trait (Spielberger, Gonzalez, Taylor, Algaze, & Anton, 1978).
Keywords:
stress;
test anxiety;
TAI;
worry;
emotionality
Anxiety was defined by Freud as “something felt,” an emotional state that included feelings of apprehension, tension, nervousness, and worry accompanied by physiological arousal. Consistent with Darwin's evolutionary perspective, Freud observed that anxiety was adaptive in motivating behavior that helped individuals cope with threatening situations and that intense anxiety was prevalent in most psychiatric disorders. In measuring anxiety, Cattell (1966) emphasized the importance of distinguishing between anxiety as an emotional state and individual differences in anxiety as a personality trait.
Keywords:
anxiety;
STAI;
emotion;
personality;
state anxiety;
trait anxiety
Children differing in test anxiety level were observed in two art classes, one immediately preceding a classroom examination, the other when no examination was expected. The observational analyses indicated the following: (a) When an examination was expected there were general increases both in children's task orientation and in their concern with other's evaluations, and a decrease in general activity level. It was suggested that future research examine the effects of additional situational variables on children's classroom behaviors. (b) Highly test-anxious children were generally hardworking and inactive. They reacted to examination expectancy with a decrease in task orientation, reduction in communications, and attentional constriction. Less anxious children reacted to examination expectancy by working harder, eliminating task-irrelevant behaviors, and seeking feedback. These results were interpreted as supporting a cognitive theory of test anxiety.
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