자연주의적 탐구조사(Naturalistic Inquiry)

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Using Multivariate Statistics

Basics of qualitative research: Grounded theory procedures and techniques

Attachment--and loss.

The power of feedback.

Background. Despite a large body of international literature concerning the antecedents, correlates of and treatments for test anxiety, there has been little research until recently using samples of students drawn from the UK. There is a need to establish some basic normative data for test anxiety scores in this population of students, in order to establish whether international research findings may generalize to UK schoolchildren.

Aim. To collect some exploratory data regarding test anxiety scores in a sample of UK schoolchildren, along with socio-demographic variables identified in the existing literature as theoretically significant sources of individual and group differences in test anxiety scores.

Sample. Key Stage 4 students (1348): 690 students in the Year 10 cohort and 658 students in the Year 11 cohort, drawn from seven secondary schools in the North of the UK.

Method. Data on test anxiety were collected using a self-report questionnaire, the Test Anxiety Inventory (Spielberger, 1980) and additional demographic variables through the Student Profile Questionnaire. The factor structure of the Test Anxiety Inventory was explored using principal components analysis and multiple regression analysis used to predict variance in self-reported test anxiety scores from individual and group variables.

Results. The principal components analysis extracted two factors, worry and emotionality, in line with theoretical predictions. Gender, ethnic and socio-economic background were identified as significant predictors of variance in test anxiety scores in this dataset. Whether English was an additional, or native, language of students did not predict variance in test anxiety scores and year group was identified as a predictor of emotionality scores only.

Conclusion. Variance in the test anxiety scores of Key Stage 4 students can be predicted from a number of socio-demographic variables. Further research is now required to assess the implications for assessment performance, examination arrangements and appropriateness of using a North American measure of test anxiety in a UK context.

Test anxiety in UK schoolchildren: Prevalence and demographic patterns

Background
Recent models of evaluation anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of test anxiety, but do not theorize a route for situational influences.

Aim
To investigate the relationship between test anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals.

Sample
One-hundred and seventy five students at a sixth-form college following pre-degree courses in Psychology and Sociology.

Method
Self-report data were collected for test anxiety, personal achievement goals, academic self-concept, perceived test competence, teachers' achievement goals, and parental pressure/support. Relationships were examined through correlational and regression analyses.

Results
The relationship between test anxiety and personal knowledge beliefs differed for the various components of test anxiety. A mastery-avoidance goal was related to worry and tension, and a performance-approach goal to bodily symptoms. Perceived academic competence was related to worry and tension. Parental pressure was associated with stronger worry and test-irrelevant thinking components directly, and with a stronger bodily symptoms component indirectly through a performance-approach goal. Teachers' performance-avoidance goals were related to worry, tension, and bodily symptoms indirectly through personal performance-avoidance goals, and in the case of bodily symptoms additionally through a performance-approach goal.

Conclusion
Findings provide partial support for the self-regulatory model of test anxiety suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between test anxiety and achievement goals.

Personal and Situational Predictors of Test Anxiety of Students in Post-Compulsory Education.

Despite a long history of interest in North American and Western European literature, researchers in the UK are only now beginning to turn attention to the issue of academic stress in schoolchildren and how it may affect emotional well‐being, health and performance on school assessments. Based on the author's experiences of designing an extensive research project, this article explores the conceptual and methodological difficulties encountered when designing and conducting research in this area. First, there is a lack of precision in terminology used. The terms ‘stress’, ‘anxiety’ and ‘worry’ are used interchangeably in the literature as if they referred to the same phenomenon, and the domains of ‘examination stress’ and ‘academic stress’ are not clearly defined. As a consequence, it is not clear exactly what phenomenon the literature is actually referring to. Second, it is not always clear in the literature what the term ‘stress’ is referring to. In some cases, it is being used to refer to the properties...

Researching academic stress and anxiety in students: some methodological considerations

Survey research has identified, using questionnaire approaches, that important assessments are a significant source of stress and worry for students in secondary school. In particular, failing important examinations and the consequences of failing these examinations are rated as more important than a range of other personal and social worries. Qualitative approaches have gone further in exploring the meaning of these stressful events for students concerned, highlighting themes such as an over‐identification with academic success and the perception of GCSE examinations as constituting a crucial moment in determining the future life trajectory of a student. However, this area has been neglected by researchers working on the education–psychology disciplinary boundaries, and a number of important features have yet to be specified regarding the development, antecedents and educational consequences of assessment/examination stress in Key Stage 4 (KS4). The aim of this article is to build on previous work to exp...

Assessment and examination stress in Key Stage 4

https://research.birmingham.ac.uk/portal/files/40253960/Emotions_and_achievement_v3_ALL_CHANGES_ACCEPTED.pdf

David W. Putwain

Papers

Test anxiety in UK schoolchildren: Prevalence and demographic patterns

Personal and Situational Predictors of Test Anxiety of Students in Post-Compulsory Education.

Researching academic stress and anxiety in students: some methodological considerations

Assessment and examination stress in Key Stage 4

Reciprocal relations between students' academic enjoyment, boredom, and achievement over time