Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2017, , 187 - 197, 15.04.2017
https://doi.org/10.12973/eu-jer.6.2.187

Öz

Kaynakça

  • AERA, APA, & NCME. (1999). Standards for educational and psychological testing. Washington DC: Author.
  • Andre, T., Whigham, M., Hendrickson, A., & Chambers, S. (1999). Competency beliefs, positive affect, and gender stereotypes of primary students and their parents about science versus other school subjects. Journal of Research in Science Teaching, 36(6), 719–747.
  • Aydın, U., & Bulgan, G. (2017, in press). Adaptation of Children’s Test Anxiety Scale into Turkish: Validity and reliability study. İlköğretim Online [Elementary Education Online]
  • Bacanlı, F., & Sürücü, M. (2006). İlköğretim 8. sınıf öğrencilerinin sınav kaygıları ve karar verme stilleri arasındaki ilişkilerin incelenmesi [An examination of the relationship between test anxiety and decision making styles of primary school 8th grades students]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 45, 7-35.
  • Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87(4), 611.
  • Bodas, J., & Ollendick, T. H. (2005). Test anxiety: A cross-cultural perspective. Clinical Child and Family Psychology Review, 8(1), 65-88.
  • Bodas, J., Ollendick, T. H., & Sovani, A. V. (2008). Test anxiety in Indian children: A cross-cultural perspective. Anxiety, Stress, & Coping, 21(4), 387-404.
  • Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295.
  • Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Erlbaum.
  • Cole, M., & Cole, S. (1993). The development of children. New York, NY: Scientific American Books.
  • Ergene, T. (2003). Effective interventions on test anxiety reduction. School Psychology International, 24(3), 313 – 328.
  • Everson, H. T., Millsap, R. E., & Rodriguez, C. M. (1991). Isolating gender differences in test anxiety: A confirmatory factor analysis of the Test Anxiety Inventory. Educational and Psychological Measurement, 51(1), 243-251.
  • Everson, H. T., Tobias, S., Hartman, H., & Gourgey, A. (1993). Test anxiety and the curriculum: The subject matters. Anxiety, Stress, and Coping, 6(1), 1-8.
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26(5), 617–635.
  • Hancock, D. R. (2001). Effects of test anxiety and evaluative threat on students' achievement and motivation. The Journal of Educational Research, 94(5), 284-290.
  • Harter, S. (1983). The development of the self-system. In E. M. Hetherington (Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed.). New York: Wiley.
  • Hembree, R. (1988). Correlates, causes, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
  • Jacklin, C. N. (1989). Female and male: Issues of gender. American Psychologist, 44(2), 127-133.
  • Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional dimensions of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975–978.
  • Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198-1202.
  • Lowe, P. A., Grumbein, M. J., & Raad, J. M. (2011). Examination of the psychometric properties of the Test Anxiety Scale for Primary Students (TAS-E) scores. Journal of Psychoeducational Assessment, 29(6), 503-514.
  • Lowe, P. A., & Lee, S.W. (2008). Factor structure of the Test Anxiety Inventory for Children and Adolescents (TAICA): Scores across gender among students in primary and secondary school settings. Journal of Psychoeducational Assessment, 26(3), 231 – 246.
  • Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M. et al. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the properties of a new multidimensional measure of test anxiety among primary and secondary school students. Journal of Psychoeducational Assessment, 26(3), 215-230.
  • Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
  • McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21(1), 89-101.
  • Nyroos, M., Korhonen, J., Peng, A., Linnanmäki, K., Svens-Liavåg, C., Bagger, A., & Sjöberg, G. (2015). Cultural and gender differences in experiences and expression of test anxiety among Chinese, Finnish, and Swedish grade 3 pupils. International Journal of School & Educational Psychology, 3(1), 37-48.
  • Oksal, A., Durmaz, B., & Akın, A. (2013). SBS’ye hazırlanan öğrencilerin sınav ve matematik kaygılarının bazı değişkenler açısından incelenmesi [An investigation into exam and maths anxiety of students preparing for SBS]. Cumhuriyet International Journal of Education, 2(4), 47-62.
  • Peleg, O. (2002). Children's test anxiety and family interaction patterns. Anxiety, Stress and Coping, 15(1), 45–59.
  • Peleg, O. (2004). Differentiation and test anxiety in adolescents. Journal of Adolescence, 27(6), 645–662.
  • Peleg, O., Deutch, C., & Dan, O. (2016). Test anxiety among female college students and its relation to perceived parental academic expectations and differentiation of self. Learning and Individual Differences, 49, 428-436.
  • Putwain, D. W. (2007). Test anxiety in UK schoolchildren: Prevalence and demographic patterns. British Journal of Educational Psychology, 77(3), 579-593.
  • Putwain, D., & Daly, A. L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554-570.
  • Putwain, D. W., & Daniels, R. A. (2010). Is the relationship between competence beliefs and test anxiety influenced by goal orientation? Learning and Individual Differences, 20(1), 8-13.
  • Rouxel, G. (1999). Path analyses of the relations between self-efficacy, anxiety and academic performance. European Journal of Psychology of Education, 14(3), 403-421.
  • Sapp, M., & Farrell, W. (1994). Cognitive-behavioral interventions: Applications for academically at-risk and special education students. Preventing School Failure, 38(2), 19–24.
  • Segool, N. K., Carlson, J. S., Goforth, A. N., von Der Embse, N., & Barterian, J. A. (2013). Heightened test anxiety among young children: primary school students’ anxious responses to high-stakes testing. Psychology in the Schools, 50(5), 489-499.
  • Shadach, E., & Ganor-Miller, O. (2013). The role of perceived parental over-involvement in student test anxiety. European Journal of Psychology of Education, 28(2), 585-596.
  • Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: A transactional process model. In C. D. Speilberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment and treatment. Bristol: Taylor & Frances.
  • Statistical Package for the Social Sciences Inc (2010). PASW statistics 18. Chicago: SPSS Inc.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson Education.
  • Trifoni, A., & Shahini, M. (2011). How does exam anxiety affect the performance of university students? Mediterranean Journal of Social Sciences, 2(2), 2039–2117.
  • Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13(4), 435-446.
  • Volkmer, R. E., & Feather, N. T. (1991). Relations between Type A scores, internal locus of control and test anxiety. Personality and Individual Differences, 12(2), 205-209.
  • von der Embse, N., Barterian, J., & Segool, N. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000–2010. Psychology in the Schools, 50(1), 57-71.
  • Weiner, B. A., & Carton, J. S. (2012). Avoidant coping: A mediator of maladaptive perfectionism and test anxiety. Personality and Individual Differences, 52(5), 632–636.
  • Wigfield, A., & Eccles, J. S. (1989). Test anxiety in primary and secondary school students. Educational Psychologist, 24(2), 159-183.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
  • Wren, D. G. & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress & Coping, 17(3), 227-240.
  • Yenilmez, K., & Özabacı, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 2(14), 132-146.
  • Yenilmez, K., & Özbey, N. (2006). Özel okul ve devlet okulu öğrencilerinin matematik kaygı düzeyleri üzerine bir araştırma [A research on mathematics anxiety levels of the students of private school and the other schools]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi [Journal of Uludağ University Faculty of Education], 19(2), 431-448.
  • Yeung, A. S. (2011). Student self-concept and effort: Gender and grade differences. Educational Psychology, 31(6), 749-772.
  • Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group?. Journal of Personality Assessment, 55(1-2), 145-160.
  • Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.
  • Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 165–184). Burlington, MA: Elsevier.

Test Anxiety: Do Gender and School-Level Matter?

Yıl 2017, , 187 - 197, 15.04.2017
https://doi.org/10.12973/eu-jer.6.2.187

Öz

The study investigated differences in students’ reported overall test anxiety before, during, or after test taking among two school-levels and gender. Differences among three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) were also examined. Participants were 725 primary (349 females, 376 males) and 375 middle (180 females, 195 males) school students from a metropolitan city in Turkey. Turkish students’ reported overall test anxiety declined from primary to middle school, with females showing higher test anxiety throughout school years. Whereas students rated thoughts high, autonomic reactions were rated low; followed by off-task behaviors. Female and male students did not differ in thoughts and autonomic reactions. School-level differences were found in off-task behaviors and autonomic reactions. The pattern of Turkish students’ overall test anxiety derived as a combination of thoughts, off-task behaviors, and autonomic reactions was discussed, and educational implications were offered

Kaynakça

  • AERA, APA, & NCME. (1999). Standards for educational and psychological testing. Washington DC: Author.
  • Andre, T., Whigham, M., Hendrickson, A., & Chambers, S. (1999). Competency beliefs, positive affect, and gender stereotypes of primary students and their parents about science versus other school subjects. Journal of Research in Science Teaching, 36(6), 719–747.
  • Aydın, U., & Bulgan, G. (2017, in press). Adaptation of Children’s Test Anxiety Scale into Turkish: Validity and reliability study. İlköğretim Online [Elementary Education Online]
  • Bacanlı, F., & Sürücü, M. (2006). İlköğretim 8. sınıf öğrencilerinin sınav kaygıları ve karar verme stilleri arasındaki ilişkilerin incelenmesi [An examination of the relationship between test anxiety and decision making styles of primary school 8th grades students]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 45, 7-35.
  • Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87(4), 611.
  • Bodas, J., & Ollendick, T. H. (2005). Test anxiety: A cross-cultural perspective. Clinical Child and Family Psychology Review, 8(1), 65-88.
  • Bodas, J., Ollendick, T. H., & Sovani, A. V. (2008). Test anxiety in Indian children: A cross-cultural perspective. Anxiety, Stress, & Coping, 21(4), 387-404.
  • Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295.
  • Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Erlbaum.
  • Cole, M., & Cole, S. (1993). The development of children. New York, NY: Scientific American Books.
  • Ergene, T. (2003). Effective interventions on test anxiety reduction. School Psychology International, 24(3), 313 – 328.
  • Everson, H. T., Millsap, R. E., & Rodriguez, C. M. (1991). Isolating gender differences in test anxiety: A confirmatory factor analysis of the Test Anxiety Inventory. Educational and Psychological Measurement, 51(1), 243-251.
  • Everson, H. T., Tobias, S., Hartman, H., & Gourgey, A. (1993). Test anxiety and the curriculum: The subject matters. Anxiety, Stress, and Coping, 6(1), 1-8.
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26(5), 617–635.
  • Hancock, D. R. (2001). Effects of test anxiety and evaluative threat on students' achievement and motivation. The Journal of Educational Research, 94(5), 284-290.
  • Harter, S. (1983). The development of the self-system. In E. M. Hetherington (Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed.). New York: Wiley.
  • Hembree, R. (1988). Correlates, causes, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
  • Jacklin, C. N. (1989). Female and male: Issues of gender. American Psychologist, 44(2), 127-133.
  • Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional dimensions of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975–978.
  • Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198-1202.
  • Lowe, P. A., Grumbein, M. J., & Raad, J. M. (2011). Examination of the psychometric properties of the Test Anxiety Scale for Primary Students (TAS-E) scores. Journal of Psychoeducational Assessment, 29(6), 503-514.
  • Lowe, P. A., & Lee, S.W. (2008). Factor structure of the Test Anxiety Inventory for Children and Adolescents (TAICA): Scores across gender among students in primary and secondary school settings. Journal of Psychoeducational Assessment, 26(3), 231 – 246.
  • Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M. et al. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the properties of a new multidimensional measure of test anxiety among primary and secondary school students. Journal of Psychoeducational Assessment, 26(3), 215-230.
  • Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
  • McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21(1), 89-101.
  • Nyroos, M., Korhonen, J., Peng, A., Linnanmäki, K., Svens-Liavåg, C., Bagger, A., & Sjöberg, G. (2015). Cultural and gender differences in experiences and expression of test anxiety among Chinese, Finnish, and Swedish grade 3 pupils. International Journal of School & Educational Psychology, 3(1), 37-48.
  • Oksal, A., Durmaz, B., & Akın, A. (2013). SBS’ye hazırlanan öğrencilerin sınav ve matematik kaygılarının bazı değişkenler açısından incelenmesi [An investigation into exam and maths anxiety of students preparing for SBS]. Cumhuriyet International Journal of Education, 2(4), 47-62.
  • Peleg, O. (2002). Children's test anxiety and family interaction patterns. Anxiety, Stress and Coping, 15(1), 45–59.
  • Peleg, O. (2004). Differentiation and test anxiety in adolescents. Journal of Adolescence, 27(6), 645–662.
  • Peleg, O., Deutch, C., & Dan, O. (2016). Test anxiety among female college students and its relation to perceived parental academic expectations and differentiation of self. Learning and Individual Differences, 49, 428-436.
  • Putwain, D. W. (2007). Test anxiety in UK schoolchildren: Prevalence and demographic patterns. British Journal of Educational Psychology, 77(3), 579-593.
  • Putwain, D., & Daly, A. L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554-570.
  • Putwain, D. W., & Daniels, R. A. (2010). Is the relationship between competence beliefs and test anxiety influenced by goal orientation? Learning and Individual Differences, 20(1), 8-13.
  • Rouxel, G. (1999). Path analyses of the relations between self-efficacy, anxiety and academic performance. European Journal of Psychology of Education, 14(3), 403-421.
  • Sapp, M., & Farrell, W. (1994). Cognitive-behavioral interventions: Applications for academically at-risk and special education students. Preventing School Failure, 38(2), 19–24.
  • Segool, N. K., Carlson, J. S., Goforth, A. N., von Der Embse, N., & Barterian, J. A. (2013). Heightened test anxiety among young children: primary school students’ anxious responses to high-stakes testing. Psychology in the Schools, 50(5), 489-499.
  • Shadach, E., & Ganor-Miller, O. (2013). The role of perceived parental over-involvement in student test anxiety. European Journal of Psychology of Education, 28(2), 585-596.
  • Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: A transactional process model. In C. D. Speilberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment and treatment. Bristol: Taylor & Frances.
  • Statistical Package for the Social Sciences Inc (2010). PASW statistics 18. Chicago: SPSS Inc.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson Education.
  • Trifoni, A., & Shahini, M. (2011). How does exam anxiety affect the performance of university students? Mediterranean Journal of Social Sciences, 2(2), 2039–2117.
  • Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13(4), 435-446.
  • Volkmer, R. E., & Feather, N. T. (1991). Relations between Type A scores, internal locus of control and test anxiety. Personality and Individual Differences, 12(2), 205-209.
  • von der Embse, N., Barterian, J., & Segool, N. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000–2010. Psychology in the Schools, 50(1), 57-71.
  • Weiner, B. A., & Carton, J. S. (2012). Avoidant coping: A mediator of maladaptive perfectionism and test anxiety. Personality and Individual Differences, 52(5), 632–636.
  • Wigfield, A., & Eccles, J. S. (1989). Test anxiety in primary and secondary school students. Educational Psychologist, 24(2), 159-183.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
  • Wren, D. G. & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress & Coping, 17(3), 227-240.
  • Yenilmez, K., & Özabacı, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 2(14), 132-146.
  • Yenilmez, K., & Özbey, N. (2006). Özel okul ve devlet okulu öğrencilerinin matematik kaygı düzeyleri üzerine bir araştırma [A research on mathematics anxiety levels of the students of private school and the other schools]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi [Journal of Uludağ University Faculty of Education], 19(2), 431-448.
  • Yeung, A. S. (2011). Student self-concept and effort: Gender and grade differences. Educational Psychology, 31(6), 749-772.
  • Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group?. Journal of Personality Assessment, 55(1-2), 145-160.
  • Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.
  • Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 165–184). Burlington, MA: Elsevier.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA67YR25FR
Bölüm Araştırma Makalesi
Yazarlar

Utkun Aydın

Yayımlanma Tarihi 15 Nisan 2017
Yayımlandığı Sayı Yıl 2017

Kaynak Göster

APA Aydın, U. (2017). Test Anxiety: Do Gender and School-Level Matter?. European Journal of Educational Research, 6(2), 187-197. https://doi.org/10.12973/eu-jer.6.2.187
AMA Aydın U. Test Anxiety: Do Gender and School-Level Matter?. eujer. Nisan 2017;6(2):187-197. doi:10.12973/eu-jer.6.2.187
Chicago Aydın, Utkun. “Test Anxiety: Do Gender and School-Level Matter?”. European Journal of Educational Research 6, sy. 2 (Nisan 2017): 187-97. https://doi.org/10.12973/eu-jer.6.2.187.
EndNote Aydın U (01 Nisan 2017) Test Anxiety: Do Gender and School-Level Matter?. European Journal of Educational Research 6 2 187–197.
IEEE U. Aydın, “Test Anxiety: Do Gender and School-Level Matter?”, eujer, c. 6, sy. 2, ss. 187–197, 2017, doi: 10.12973/eu-jer.6.2.187.
ISNAD Aydın, Utkun. “Test Anxiety: Do Gender and School-Level Matter?”. European Journal of Educational Research 6/2 (Nisan 2017), 187-197. https://doi.org/10.12973/eu-jer.6.2.187.
JAMA Aydın U. Test Anxiety: Do Gender and School-Level Matter?. eujer. 2017;6:187–197.
MLA Aydın, Utkun. “Test Anxiety: Do Gender and School-Level Matter?”. European Journal of Educational Research, c. 6, sy. 2, 2017, ss. 187-9, doi:10.12973/eu-jer.6.2.187.
Vancouver Aydın U. Test Anxiety: Do Gender and School-Level Matter?. eujer. 2017;6(2):187-9.