Grade Level Differences in the Cognitive, Behavioral, and Physiological Components of Test Anxiety

Autor/in	Aydin, Utkun
Titel	Grade Level Differences in the Cognitive, Behavioral, and Physiological Components of Test Anxiety
Quelle	In: International Journal of Educational Psychology, 8 (2019) 1, S.27-50 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aydin, Utkun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Test Anxiety; Public Schools; Elementary School Students; Middle School Students; Age Differences; Student Behavior; Student Reaction; Foreign Countries; Student Attitudes; Grade 4; Grade 6; Time on Task; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Public school; Öffentliche Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Age; Difference; Age difference; Altersunterschied; Student behaviour; Schülerverhalten; Schülerkritik; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Zeitaufwand
Abstract	The capacity to cope with test anxiety that contain high concentrations of cognitive, behavioral, and physiological manifestations, is becoming increasingly important in educational contexts as well as evaluative settings. The developing ability to deal with test anxiety relative to the increasingly strict evaluative practices students encounter points that students' test anxiety may decline as they move through school years. This study examined three test anxiety components ("thoughts," "off-task behaviors," and "autonomic reactions") with students from 3 public schools in Istanbul, Turkey. Using a diverse sample of elementary (Grade 4; N = 414) and middle (Grade 6; N = 201) school students, grade level differences in these components were investigated. Applying a multivariate approach, significant differences were found in the overall test anxiety, favoring fourth grade students. The results also revealed Grade 4 advantage for "off-task behaviors" and "autonomic reactions," [eta][superscript 2] = 0.014 and [eta][superscript 2]= 0.011, but no grade level differences in the thoughts. Educational implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01